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Focus some placements on research especially if trainee already has experience in the particular clinical area. 

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Focus some placements on research especially if trainee already has experience in the particular clinical area. 

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Named service user member of the team for supervision

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Named service user member of the team for supervision

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Respecting Service Users' interests
SU & carer group at South Staffs - making connections
Do SUs have the grounding in basic research methods/education to feel comfortable assisting with research? Training for SUs?
Recovery college course - research in the real world?

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Keep doing service related research on placements after the assignment

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Local clinicians invited to hear about uni research interests/ activity

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Local clinicians invited to hear about uni research interests/ activity

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Who to contact?
Passing ideas between years
Ideas that link to things that are relevant to Trust/service

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Research fair with other trainees before March when titles in ...

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Research fair with other trainees before March when titles in ...

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Feels like placement is seperate to research

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Pass the baton on ...

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Share and pool learning. Collaborative, trainees energised to say this is what is important

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Trainees to find out what key look cal issues are ... do finding out ...

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Best practice, evidence to be nfluemce others

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Trust interests

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Refresher in research methods for local clinicians

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Refresher in research methods for local clinicians

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To know staff interest - document

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A formal virtual research fair? Clinicians going away and speaking to their teams about topics and interests. Course to understand clinicians worries about coming up with research questions/ fears about it being successful. Help clinicians understand what is uni "stuff" and what clinicians don't have to have the answer to. Can provide help so clinicians feel more confident and equipped.

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Applying critical thinking to evidence
Use existing information, data ready collected

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Needs local clinician involvement in research areas and recruitment/ethics in order for trainee to get it done on time

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Support from uni for research supervision

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Support from uni for research supervision

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Local clinicians unfamiliar with IRAS

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Time
Pressures of clinical work, need to actively carve out time
Trainee experience of research & publication
Working more closely with Trusts

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Barriers to getting involved in research

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Barriers to getting involved in research

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Don't know where to begin, there's areas of interest for trainees but don't know how to approach it as qualified supervisor and help trainee to navigate this. Do I have the time to learn about and do all of this? Knowing what is useful for trainees. Should be able to come to uni with this without it being fully formulated.

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Know limits of professional abillities. Legal framework. Ethics, values base.

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Trainees want to know what people have found helpful. 

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Trainees want to know what people have found helpful. 

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Putting service user at the centre.

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Socrative and other tools (bringing awareness of these to guest tutors)

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Socrative and other tools (bringing awareness of these to guest tutors)

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Sessional Feedback from Teaching Sessions

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Sessional Feedback from Teaching Sessions

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Be ready to act as a senior clinician, be prepared for the real world
Leading from a serving position. Training honing what is already within people.

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Managing expectations

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External clinicians involved. Clarity - not to have to wing it. Don't want to feel on our own with it.

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Better understanding of alternative roles they can take

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Observation of teaching

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Teaching the need to be kind and stay kind

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Teaching the need to be kind and stay kind

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Helps to consolidate learning

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Experiences prior to teaching
Look at politics
Misunderstanding of role/profession?
Self-critical of our profession
What is our worth

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Able to operate across models and approaches. From CBT to community approach such as sorting benefits. Recognising what is useful at the time. Genuine person centred working.

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Need first year foundation in neuro in order to allow earlier neuro placements. More days of neuro teaching to ensure grounding

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How to manage
- personal
- physical
Be compassionate to our profession
Be visible, engage with outside parties

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Teachers
Willing to be aware of pros and cons of own model.

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The way it's always been (50 min sessions, disjointed services)

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The way it's always been (50 min sessions, disjointed services)

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More nuanced

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Other area application

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Pragmatic vs idealist
Influence of government - knowledge of what the role is

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Making them useful in modern NHS

Making them accountable

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Workforce stress, social services sphere (separate, being stuck in hospital

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E.g CBT

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Problems in phys health psych - people discharged from other services if they have a physical health label. Curriculum tends to still divide into neuro/trauma etc. Austerity - things are being blurred between professionals because of reduced capacities in agencies. LAC life story work time limited, maybe not meaningful enough and so becomes someone else's role.

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Time allocation in real life yet strong focus in academia

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Future direction of NHS
Professional identity
Integrative working

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Linking into course - neuropsychology modules

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Capacity - waiting lists, more people needing services than we can provide. Severity can be fast tracked- people may be coming through in advanced states of distress and this may be compounded by waiting. Psychologists seem to only be seeing most severely ill, less severe are seeing counsellors maybe? Health psychology may be picking up those that are slipping through the cracks, people,who need more than first tier but not at critical stage for secondary services. Problem doesn't lie with the clinicians, fstration at restricted criteria,

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BPS representation