Preparation

  • Agree whether and how you would introduce the speaker, and agree your role in the classroom
  • Prompt people to think about any areas they might prefer not to talk or answer questions about. They could think about how they would say no, or you can offer to let students know about ‘off limits’ areas
  • Discuss the need for students to learn about details of positive experiences and suggestions for improvements, as well as hearing honest accounts of bad experiences. This could include discussing how teaching future health professionals might be different from feeding back to an organisation about poor treatment in the past
  • If the speaker has had particularly negative experiences, ask them what they would like future nurses to learn from this, and what they think could have been done to improve the situation
  • Tell people about the confidentiality rules for students, and ask them to think about confidentiality too, by not identifying individuals (including healthcare professionals)
  • Raise the possibility that the service user may have met some of the students before
  • Discuss formats and compatibility for any IT such as Powerpoint presentations

Responsibilities

  • Where experienced or trained service users and carers teach sessions without you present, discuss and agree responsibilities for issues such as discipline and emergencies, make sure they know about any relevant procedures, and that they know where to find help on the day if they need it
  • Remember to let individuals know about details such as getting into the room, and IT access
  • Ask the speakers to let you have copies of any handouts or leaflets for your records, and for a copy of the lesson plan. If they are producing handouts, let them know about any guidelines. Agree any copying that you would do in advance, and when you would need the information by
Out of order sign on lift door. Teaching room. Computer network login prompt. Keypad door lock.