Embedded Files
EDI Within AHPs
This is an interview with Shirley Masterson-Ng where we discuss Shirley's role at SHU as a Principal Lecturer in AHP for EDI. We discuss EDI within AHPs, EDI on placement and how educators can promote this and the recent aquisition of a transgender simulation doll here at SHU.
Shirley's email should you wish to contact to gain more information:
1. Be aware of your biases, be self-aware & reflect on your assumptions about students.
2. Build staff-student & student-student rapport.
3. Design & facilitate effective group work.
4. Conduct prior knowledge/diagnostic assessments.
5. Use a scaffolded, connected course approach to optimise skills development & engagement.
6. Ensure the curriculum is accessible, relevant & students see themselves reflected in the course.
7. Set explicit expectations for your students.
9. Explore co-creation & choice in the LTA activities used with students.
10. Being Flexible - open to change and versatile.
11. Being Equitable - ensuring consistency and accessibility for all.
12. Working Collaborative - involving students and stakeholders.
13. Supporting Personalisation: Recognising that successful learning and teaching governed by personal difference.
14. Embracing Diversity: Creating opportunities to develop awareness of diversity and global issues.
Here is the link for the 10 Degrees of Change site where you can find more information from the Academic Development and Diversity Team.
Above is a link to the SHU AHPs Minoritised page. This was created after the Nursing and Midwifery Minorities Group was introduced by Ifrah Salih. The page details monthly meetings and arranges events in an effort to provide a safe space for staff and students, and to help raise awareness of the unfair treatment of minorities within AHPs.
This is a staff guide to promoting student inclusion by Academic Development and Diversity at SHU. A number of resources are available on this site, providing support on a number of protected characteristics and non-protected characteristics such as students with caring responsibilities and pregnant students.
Work Placement Guidance for Disability
This document made by Karen Allen (2019) states how educators, employer liasons, supervisors can best support students with disabilities during their time on placement.
For example, dyslexia workshops have been provided by Faculties in SHU to help students prepare for placements. Issues covered include:
Disclosure
CVs
Application forms
Finding own placements
Positive self-marketing – i.e., highlighting the strengths inherent in dyslexia.
Say My Name
Say My Name is an initiative to support student belonging at SHU. Names have meanings in terms of our personal history, our families, our cultural heritage, and our place in the world. Racially minoritised individuals often adapt or change their name to ‘fit in’ or as a result of their name being mispronounced.
The slides pictured to the left introduce Say My Name alongside cultural competence, unconscious bias and microaggressions.
HERE is a short podcast discussion held between 2 academics and a student. It introduces the importance of using names, not avoiding the use of names or asking others to provide a nickname or shorten their name.
Exploring Diversity in General Practice
This video by Health Education England (2022) identifies personal experiences of individuals within healthcare and promotes the development of increased diversity within leadership positions.
A group of staff at SHU have undertaken a study looking into the experiences of ethnic minority students on health and social placements. Issues raised within this study suggest issues are common within AHPs, nursing and midwifery although it can differ between placement educators, supervision staff.
Recommendations arising from this study focus on promoting cultural change such as:
Raising awareness of the lived experience of students from racially minoritised students on practice placement to all placement partners
Providing anti-racism training for all academic and clinical colleagues involved with student placements. This should go beyond standard ‘unconscious bias’ training to include more nuanced ‘active bystander’ training
Placement preparation sessions for students should highlight the potential for structural racism in placement settings and the potential for racial incidents. They should explicitly identify support and reporting mechanisms and the power of allyship
Academic and placement leaders to move away from the deficit model of addressing issues with ethnic minority students to a strengths-based approach of focusing on what diversity can bring to the professions. This may be enhanced by institutional support for role models and champions for the racially minoritised student community.
The Doll Test
During my research to produce this page, I came across this video. Please give this a watch if you haven't already. It shows children’s attitudes toward race and their self-image. Devised by Kenneth and Mamie Clark, the Clark Doll Test was created in the 1940s in the US to overthrow segregation in schools, but the test has since been repeated.
(Byrd et al. 2017).
LGBTQ+
LGBTQ+
Lesbian, Gay, Bisexual, Transgender, Queer and Plus (signifying other related identities such as asexual, intersex, inter-gender).
Many students can feel apprehensive and nervous when going on to placement anyway, let alone when being part of the LGBTQ+ community due to prejudice (University of Nottingham, 2022). Other common concerns include:
Feeling pressured to keep identities hidden
Being misgendered
Being identified as queer then treated differently as a result
Hearing transphobic, homophobic or bigoted language
Sex Vs Gender
Sex refers to the biological aspects of an individual as determined by their anatomy, something that is assigned at birth, whereas gender is described as a social construction relating to behaviours and attributes based on labels of masculinity and femininity. Gender identity is a personal, internal perception of oneself and so the gender category someone identifies with may not match the sex they were assigned at birth. Gender is increasingly understood as not binary but on a spectrum (SHU, 2022).
The AHPs of SHU have an "All about Trans" website below that provides lots of useful information, well made resources and links to further information on transgender challenges and how to support those around you.
How to Support LGBTQ+ Students
How to Support LGBTQ+ Students
Listen carefully to what your students are saying about their identity and how they think this is affecting their experience and make no assumptions.
Signpost students to the Students’ Union, and the LGBT+ Liberation Group who can provide more information and peer support. You can also refer students to the Sheffield LGBT network and Hallam Union Advice Centre. The SHU medical centre which is a branch of Porterbrook Clinic offer a transgender service for patients and is part of the Sheffield Gender Identity service.
There are also a range of online resources available from charities like Stonewall that can help and an excellent LGBTQ – Inclusivity in the Higher Education Curriculum: A Best Practice Guide – from the University of Birmingham.
Information for Trans students about formally changing their name and/or gender on SITS is found on the Trans students request page.
(SHU, 2022c)
Getting Support
Getting Support
It is completely okay to need more support on placement particularly if you're struggling with feelings of invalidity. If you ever feel discriminated against on placement please let your academic advisor/placement organiser know. This can help you to feel safe and prevent future students from experiencing the same thing.
You can also find support on the Student Support page where there are Hallam Help details.
Resource:
Here is a link for a Multi-faith Cultural Calendar 2022 as provided by Health Education England (2022) to help promote equality, diversity and inclusion within the workplace.
References
Byrd, D., Ceacal, Y. R., Felton, J., Nicholson, C., Rhaney, D. M. L., McCray, N., & Young, J. (2017). A Modern Doll Study: Self Concept. Race, Gender & Class, 24(1–2), 186–202. https://www.jstor.org/stable/26529244
Equality and Human Rights Commission, (2022). Understanding equality | Equality and Human Rights Commission. [online] Equalityhumanrights.com. Available at: <https://www.equalityhumanrights.com/en/secondary-education-resources/useful-information/understanding-equality>.
Nightingale, J., Parkin, J., Nelson, P., Masterson-Ng, S., Brewster, J., Labinjo, T., Amoakoh, D., Lomas, D., Salih, I. and Harrop, D. (2022). Multiple stakeholder perspectives of factors influencing differential outcomes for ethnic minority students on health and social care placements: a qualitative exploration. BMC Medical Education, 22(1).
Sheffield Hallam University. (2022a). AHP Minoritised. Available at: https://sites.google.com/my.shu.ac.uk/ahpminoritised/home?authuser=0
Sheffield Hallam University. (2022b). Inclusive Pedagodgy and Practice. Available at: https://blogs.shu.ac.uk/add/inclusive-pedagogy-and-practice/#SIADAG
Sheffield Hallam University, (2022c). Promoting Student Inclusion. LGBTQ+ Students. Available at: https://teaching.shu.ac.uk/add/resources/iguide/index.html#/lessons/Z9Ep0YPMpeO8kv2Uysh9l7320EUvhPIh
University of Nottingham, (2022). Being LGBTQIA+ on Placement. Available at: https://blogs.nottingham.ac.uk/biosciedi/2022/03/17/being-lgbtqia-on-placement/
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