Supporting a student with visual impairment in the intensive care unit

M. Rowe, T. Steyl, Joliana Phillips, A. Rhoda
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引用次数: 2

Abstract

Background The Department of Physiotherapy at the University of the Western Cape began accepting students with visual impairments (VIs) into the undergraduate physiotherapy programme in 1996. However, until recently, none had received a clinical rotation in any high care setting. Objectives The aim of this study was to explore the experiences of all stakeholders involved in the process of placing a student with VI into the intensive care unit (ICU). Method This case study used interviews with relevant stakeholders to explore their experiences of integrating the ICU placement into the student’s clinical programme. Interviews were recorded and transcribed, and then analysed thematically. Results There was a certain amount of anxiety present, especially among clinical staff, before the placement began. Discussions among stakeholders at each stage of the process served to identify potential problems before they arose, and allowed staff to plan solutions in advance. Challenges were found in both the attitudes of staff, and in the clinical environment, some of which were relatively easy to address, while others will require significant investments of resources to resolve. Conclusion Our findings suggest that it may be possible to successfully place students with VI into intensive care settings, and they can enjoy positive learning experiences, given an appropriate context and adequate support. However, care needs to be taken at every stage of the process to ensure that supporting structures are in place prior to, and during, the placement. Clinical implications All stakeholders, including the students and the relevant clinical and academic staff, need to be actively involved in the process of planning for the clinical placement.
在重症监护室支持一名视力受损的学生
西开普大学物理治疗系于1996年开始接受有视觉障碍的学生进入本科物理治疗课程。然而,直到最近,没有人在任何高护理机构接受临床轮转。本研究的目的是探讨所有利益相关者在将VI学生安置到重症监护病房(ICU)的过程中的经验。方法本案例研究采用与相关利益相关者的访谈,探讨他们将ICU安置纳入学生临床计划的经验。采访被记录下来,然后按主题进行分析。结果在实习开始前,临床工作人员存在一定程度的焦虑情绪。在流程的每个阶段,利益相关者之间的讨论有助于在潜在问题出现之前识别它们,并使工作人员能够提前规划解决方案。在工作人员的态度和临床环境中都发现了挑战,其中一些相对容易解决,而另一些则需要投入大量资源来解决。我们的研究结果表明,在适当的环境和足够的支持下,有可能成功地将VI学生安置在重症监护环境中,他们可以享受积极的学习体验。但是,在过程的每个阶段都需要注意确保支撑结构在放置之前和放置期间到位。临床意义所有的利益相关者,包括学生和相关的临床和学术人员,需要积极参与临床安置的计划过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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