Key themes: Education (training, assessment, curriculum), Skill acquisition

Academics:

• Joelle Salje, Lecturer, Solent University Southampton, joelle.salje@solent.ac.uk
• Beccy Griffiths, Lecturer, Solent University Southampton

Aims & Objectives:

Students encounter refugees and displaced persons (asylum seekers) in their practice, a population group that experience stigma and whose rights are not always known. The session aimed to generate discussion on the subject and guide the students to take the perspective of Amena and her mother to further understand the complexity of their situation, and see beyond the label of ‘asylum seeker’. The scenario created used the lived experiences of displaced persons in Southampton. Where available, a charity supporting them attends.

Details:

Part of a simulated-practice learning placement, the case study presents a three-part scenario that lasts 3.5 hours.

Scenario one presents the 16-year-old Kurdish displaced person from Iraq called Amena and her mother. As they attend a walk-in centre, the students speak to Amena regarding her experience of travelling from Iraq, through Europe. Amena is quietly spoken and the students are expected to respond in a culturally sensitive manner. Unable to speak much English, Amena’s mother is distressed saying that Amena is all she has left. Although withdrawn, Amena voices concerns regarding disclosing information, asking if it will be relayed to the government. The debrief explores Amena’s right to treatment and barriers to treatment due fear as well as financial and language barriers.

Following this, a discussion regarding her observations and assessments occurs. Worsening observations highlight sepsis, and through her story, students identify Female Genital Mutilation.

Scenario three highlights a follow-up treatment six weeks after discharge from the intensive care unit. Through further discussions, the students uncover Amena’s experiences of living as a displaced person in

Impacts

The students fed back the following quotes using Leighton et al.’s (2015) Simulation Effectiveness Tool – Modified:

‘It was really effective and helped me understand more about displaced people in healthcare settings’.
‘One of the best Sims day deep and emotional moments and conversations that opened up lots of new topics and discussions FGM should be a topic more people should be aware of’.
‘Session on domestic abuse/violence and FGM was interesting and helped me to recognise signs of abuse and how to deal with such situations’.
‘I had a better understanding on the referral strategy is required in a cause of FGM. Likewise, when assessing a patient, it is important to look at the body language and listen..’

This feedback highlighted deeper emotional understanding, as well as development of critical thinking skills.

Next Steps

The session has been used with both adult and mental health undergraduate nurses, with a view to extend it to social work.

Adding to this scenario, a prosthetics student has been creating an infected vagina to be placed on the high fidelity mannikin, which will be integrated into the second of the three scenarios. The part has been discussed to date because other scenarios include patient deterioration and assessment skills. This addition, however, hopes to prompt students to fully assess patients.