Poster 23: What do Mental Health Nurses think and feel when the service user becomes their student nurse: Is it really ok not to be ok?

Background: Increasing numbers of higher education students declare pre-existing mental health conditions that require support and reasonable adjustments under the Equality Act 2010 (Hubble and Bolton, 2021)). Research with mental health student nurses [MHSN]who have been mental health service users highlights the collective responsibility of programme and practice providers to remove barriers to disclosure and learning for these students (Ramluggan et al, 2020). Mental health nurse practice assessors [MHPAs] may not be adequately prepared to support the needs of this cohort, and we cannot rely on clinical supervision to address this need (Masamha et al, 2022). Aims: To apply an action learning approach to collectively reflect on and learn from student cases where the SMHN has a pre-existing mental health condition and has used services within the practice provider organisation where they are due to be placed.Methods: An email of concern about one student case illustrated the need to focus on practice support for SMHNs - ‘we wonder if there is a conflict of interest with this student attending practice”. The MHPA had nursed the MHSN during a past episode of care, and other members of the placement team had knowledge of their care and opinions about their fitness for practice. We implemented a new collective group meeting process to open dialogue with MHPAs about student cases using a supportive and psychologically safe action learning cycle process. We learned the importance of taking time to explore the fears expressed by the MHPAs and their team and worked to reframe their emotions before they were able to discuss and agree reasonable adjustments for the individual student and negotiate a learning plan with them. Results: A reflection on a specific case enabled our team to consider the needs of MHPAs, alongside student learning needs through a collective action learning cycle approach.Conclusions: Further formal research is required to address the ‘elephant in the room’ of self-perpetuating stigma for MHNSs with pre-existing mental health conditions and use of services that may fuel discrimination in practice, considering the question ‘is it really OK, not to be OK?

What do Mental Health Nurses think and feel when the service user becomes their student nurse: Is it really ok not to be ok? Podcast to accompany poster

This podcast will talk the listener through the poster. The second half comprises short interviews with people who share their experiences of this emerging practice phenomenon

#118. Co-creation of an educational event to support an integrated field approach, student collaboration and ongoing student growth within health care education

The NMC Code and educational guidelines recommend nursing students work co-operatively and maintain communication with all fields of practice. Education programs should be designed to deliver learning that supports students and provides exposure across all four fields of nursing practice: adult, mental health, learning disabilities and children’s (NMC 2018). However, when asked, students feel that the approach taken in their theoretical training is often not as conducive to integrated learning as previously thought. A set of theoretically informed workshops to support healthcare students from all fields to understand integrated healthcare learning was designed. In this paper, we report on the experiences of healthcare students and facilitators, in regard to the initial workshop (planning, preparation and undertaking).An iterative co-design approach rooted in participatory research methods was used. Five workshops were delivered on the university campus between 8-16 September 2022. These included a specific focus on; Public Health, Adult, Mental Health, Learning Disability and Child Nursing. Participants included students from all 4 fields of nursing. (24); Adult (17), Child (3), Mental Health (2) and Learning Disabilities (2), all undertaking BSc nursing programs within the university. Data gathered were post-workshop questionnaires and feedback for facilitators of each group session.This integrated learning approach develops positive inter-professional relationships whilst supporting the theory that students' education should be a collective experience, with regard for all nursing fields. Students and workshop facilitators had positive experiences across all domains of the co-creation framework: equality, inclusivity, holistic, resource, positivity, and sustainability.The process was rewarding and productive with some unintended positive consequences, particularly for the students from all fields of study. Promotion, development and expansion of the workshops is needed to encourage other fields of health care students and nursing students to attend this valuable resource

Hydrogen Intensity and Real-Time Analysis Experiment: 256-element array status and overview

International audienceThe Hydrogen Intensity and Real-time Analysis Experiment (HIRAX) is a radio interferometer array currently in development, with an initial 256-element array to be deployed at the South African Radio Astronomy Observatory Square Kilometer Array site in South Africa. Each of the 6 m, f  /  0.23 dishes will be instrumented with dual-polarization feeds operating over a frequency range of 400 to 800 MHz. Through intensity mapping of the 21 cm emission line of neutral hydrogen, HIRAX will provide a cosmological survey of the distribution of large-scale structure over the redshift range of 0.775  <  z  <  2.55 over ∼15,000 square degrees of the southern sky. The statistical power of such a survey is sufficient to produce ∼7  %   constraints on the dark energy equation of state parameter when combined with measurements from the Planck satellite. Additionally, HIRAX will provide a highly competitive platform for radio transient and HI absorber science while enabling a multitude of cross-correlation studies. We describe the science goals of the experiment, overview of the design and status of the subcomponents of the telescope system, and describe the expected performance of the initial 256-element array as well as the planned future expansion to the final, 1024-element array