by
KarenF
@ 2005-11-24 - 13:05:11
Steven was even better yesterday - he is now able to mouth words, and write. All those curmudgeonly types who moan about text talk would do well to remember that when writing is your only means of communication, and when writing is an effort, text talk is invaluable.
But what would you guess was the first thing he communicated to his partner (SP)? 'I love you'? 'Thank you'? 'You are in danger'? You're right, it was the last. Turns out I'm not the only one treated to the nurses' opinions of SP. You'd think that such clever nurses would have common sense enough to realise that just because a person's eyes are closed, it doesn't mean they are asleep.
Which neatly brings me back to yesterday's thoughts on the changing training of nurses and Allied Health Professionals. When I trained, the qualification for physios was examination leading to Membership of the Chartered Society of Physiotherapy. This became recognised as being the equivalent of a closed shop, and so the qualification was changed into a Graduate Diploma in Physiotherapy. Degrees in physiotherapy swiftly followed, and by the time I was working as a clinical tutor they were the norm.
When I applied to physiotherapy school, it was because I wanted to be a physiotherapist. You needed better grades than for most degree courses, but it wasn't a degree course, so there was no other use for your qualification. Once physiotherapy became a degree course, the field was wide open for candidates who intended to use their degree as a qualification for work outside of healthcare, but who would find a fall-back position useful. There's always work for physios. (This is no longer true in the case of junior physios, but that's another story).
When I was selected, it was because I had the makings of a physiotherapist. You don't need to be academically brilliant, you need common sense and the ability to get on with people. When your establishment is judged not on how many physiotherapists you provide for the NHS, but on how many people pass their degree, this need to get sensible folk on the course flies out of the window. It's the academic high-flyers you want. Some of these are sensible too, obviously (and I am arrogant enough to count myself in that category). Some aren't.
To this day I cannot forget the ordeal of trying to teach one of the students I had on placement at Birmingham Accident Hospital's Burns Unit. Let's call him Robin. As usual, I showed him how the unit worked, introduced him to his first patient, and treated her with him watching for the first day. So far so good. Second day we go up onto the Unit, and as I went into his patient's room (we'll call her Mrs T), a nurse began to lose her grip on a patient she was supporting. 'Quick, help me', she yelled to Robin. 'I'm only here to see Mrs T,' he helpfully replied. Leaving me to push my way past him to catch the now-falling patient. As I walked back into Mrs T's room, he muttered, 'I wasn't wearing an apron'. As if this could possibly excuse him, when neither was I.
After checking all was well with Mrs T, I instructed him to pop on her elastic bandages (these are support bandages which are just wrapped around the legs from the toes upwards - takes about five minutes max) and bring her down to the gym, as per the day before. I prepared another patient and took him down to the gym.
Thirty minutes later, and no Robin. I phoned the ward. Yes, he was still with Mrs T. Patients with burns can often be quite slow, so I made the mistake of assuming the nurse meant they were on their way. Another fifteen minutes pass. I return to the ward with my patient, to find Robin and Mrs T just leaving her room. 'Where have you been?' I ask. 'It's not my fault,' says Robin, petulantly. 'You told me to put on her support bandages.'
Next day we are both in the gym with our patients. Robin is at the horizontal bars supervising Mrs T's grand plie squats. I am with my patient who is on the static bike. Suddenly Mrs T's legs give way, and she slowly sinks to the floor. My eyes widen as I run towards her. Robin shrugs, mystified. I pick her up on my own.
It doesn't help that each day he appears late, unshaven, and with bits of lunch peppering his stubble. It's the lateness that really irks. Each day my heart lifts at the thought that he will not be here. Then just as I begin to inwardly rejoice, he appears at the office, cruelly shattering my hopes.
At the end of the first week I sit him down and berate him for his poor performance. I even mention the lunchy stubble. He sits impassive, wiggling the end of his nose with his thumb. I begin to doubt myself. 'Look, if there's anything I haven't done, anything you think is wrong with how I've taught you, you know, just say, and I'll try and put it right.' He shakes his head. I am desperate. 'Robin, come on, don't you have ANYTHING to say?' He takes a deep breath. 'Is it home time yet?'
His tutor visits in the second week to see how he is doing. I tell her, without the expurgation that space and attention-span necessitates here. I plead with her to help me. She shrugs her shoulders. 'There's nothing we can do. He's like this on all his placements.' By this time I have given him a nickname - 'Robin Me-of-my-sanity'
At the end of his third week, the end of his placement, I have to grade his performance. Various attributes are graded on line scales. My marks are all to the far left, aside from the ones on knowledge - I can't deny that he has learned everything on the handouts and talks I have given him. He is merely incapable of putting that knowledge into practice. Burns is a hard placement emotionally, but it is an easy one physio-wise (it was my own first student placement). If he can't cut it here, he can't cut it.
But the clinical placement scores aren't used towards the degree. When the results come out at the end of the year, Robin has passed. He is second in his year.
Sometimes I have a nightmare that I have been in a car crash and I awaken to see Robin's face grimacing over me as he attempts nasopharyngeal suction. Small crumbs scatter in front of my eyes......