Abstract
BackgroundThe 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.ObjectivesThe 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).MethodThis 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.ResultsThere 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.ConclusionOur 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 implicationsAll 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.
Highlights
In 2008, South Africa ratified the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), committing the government to facilitate education and employment for citizens with impairments that affect their participation in society at all levels
It was evident that the student had a positive attitude towards the intensive care unit (ICU) clinical placement, as well as towards his impairment demonstrated by his proactive position and initiative in terms of wanting to work in the ICU
This study demonstrated that the integration of students with visual impairments (VIs) into the ICU is both necessary and possible, there are significant challenges to be overcome in the process
Summary
In 2008, South Africa ratified the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), committing the government to facilitate education and employment for citizens with impairments that affect their participation in society at all levels. The UNCRPD laid the foundation for the more recent White Paper on the Rights of Persons with Disabilities (2015), which aims to remove discriminatory barriers to access and participation for persons with disabilities in South Africa These commitments apply to those seeking equitable employment and to those seeking access to higher education opportunities. In addition to the lack of systemic implementation of mainstreaming, there may be reluctance from professional departments in higher education institutions (HEIs), who feel that they do not have the skills, experience or access to resources to accommodate students with visual impairments (VIs) These include trained peer mentors, the availability of textbooks or course materials in electronic formats and the ongoing training of academic staff with respect to alternative teaching practices. Until recently, none had received a clinical rotation in any high care setting
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