Scoping the Development of Implementing an Undergraduate Operating Department Practitioners Buddy Scheme

Elizabeth  Crisp; Callum Latham; Charlotte  Phillips; Hazel A Smith; Olutayo Issac Olukun; Elizabeth  Gurney; Kelly  Wilton; Ben  Woodrow-Hirst; Sarahjane  Jones

doi:10.1921/jpts.v21i3.2238

Authors

Elizabeth Crisp Senior Lecturer in Safety Science, Staffordshire University https://orcid.org/0009-0002-3256-9464
Callum Latham Research Associate, Staffordshire University https://orcid.org/0009-0001-7206-0817
Charlotte Phillips Senior Lecturer in Safety Science, Staffordshire University https://orcid.org/0009-0000-2449-1455
Hazel A Smith Staffordshire University https://orcid.org/0000-0001-5538-0897
Olutayo Issac Olukun Staffordshire University https://orcid.org/0009-0001-4269-0834
Elizabeth Gurney RTC Medical Solutions, Event Paramedic/Event Team Lead https://orcid.org/0009-0006-2514-6753
Kelly Wilton
Ben Woodrow-Hirst Staffordshire University https://orcid.org/0009-0007-1191-5213
Sarahjane Jones Staffordshire University, Professor of Healthcare Safety and Performance https://orcid.org/0000-0003-4729-4029

DOI:

https://doi.org/10.1921/jpts.v21i3.2238

Keywords:

Buddying, Peer support, Student attrition, Operating Department Practitioners

Abstract

Introduction: In England, higher education institutions (HEIs) are modifying their processes to implement support strategies to decrease attrition rates. Some HEIs offer student buddy schemes to foster support networks, and knowledge exchange, build friendships, and increase confidence. Buddy schemes include peer-to-peer support coordinated by institutions, pairing experienced and non-experienced individuals aimed to provide support, advice, and training. At present, there is a lack of evidence capturing Operating Department Practitioner (ODP) students’ opinions about the implementation of a buddy scheme to improve student retention. Thus, to address this gap, a qualitative study with second year ODP students was undertaken.

Methods: Nine second year ODP students in the Midlands, England attended two focus groups. Questions relating to students’ thoughts and perceptions of barriers, and facilitators to a buddy scheme guided the discussion. All focus groups were audio-recorded and transcribed verbatim, and data were analysed using reflexive thematic analysis.

Results: All students regarded the buddy scheme to be potentially advantageous. The reflexive thematic analysis identified three main themes: (1) the value of having a buddy in supporting wellness; (2) the sharing of students’ experiences; and (3) the structure of the buddy scheme.

Implications For Practice: All participants agreed that a buddy scheme would greatly support fellow students both academically and professionally. ODP students see buddy schemes as critical for support and shared experience in completing their studies. Co-design is vital for developing the buddy scheme for ODP students, and further studies are needed to inform the effectiveness of evidence-based buddy schemes.

Author Biographies

Elizabeth Crisp, Senior Lecturer in Safety Science, Staffordshire University

Elizabeth Crisp is a midwife by background who moved to higher education initially as a midwifery lecturer before moving to her current role as a senior lecturer in safety science. Lizzie has an interest in education, clinical governance, patient safety and human factors. Lizzie currently works across several research studies and student experience projects.

Callum Latham, Research Associate, Staffordshire University

Callum Latham is a Research Associate at Staffordshire University, holding a Master’s degree in Sport and Exercise Psychology. Prior to joining Staffordshire University, Callum had graduated with a First-Class Honours in Sport and Exercise Sciences whilst qualifying as a personal trainer. After a successful internship, Callum has worked on various projects within the Staffordshire University’s Core Safety Research portfolio. In September 2024, Callum will begin a PhD in Health and Social Care titled: "Walking for Wellness: A Tailored Mixed Methods Evaluation of the Therapeutic Benefits for Depression.”

Charlotte Phillips, Senior Lecturer in Safety Science, Staffordshire University

Charlotte Phillips is a midwife and healthcare academic with a passion for human-centered design and delivery of healthcare education. Underpinned by clinical experience in NHS and independent midwifery settings, Charlotte has professional interests in research-informed workforce design, human factors and healthcare system performance. Charlotte is driven by opportunities to bring higher education settings together with wider stakeholders to design high-quality education environments that support the provision of safe and effective healthcare delivered with kindness and compassion.

Hazel A Smith, Staffordshire University

Dr Hazel A Smith is the Associate Professor of Maternal and Child Health Research at Staffordshire University and also Deputy Reseaerch Lead for the Centre for NMAHP Research and Education Excellence (CeNREE) at University Hospitals of North Midlands NHS Trust.

Olutayo Issac Olukun, Staffordshire University

Olutayo Isaac Olukun is a Bsc student in Operating Department Practice, Staffordshire University. Olutayo is currently studying his degree with a keen interested in ODP research.

Elizabeth Gurney, RTC Medical Solutions, Event Paramedic/Event Team Lead

Elizabeth Gurney graduated from The University of Wales, Aberystwyth in 2003 with a BSc in Zoology. Following which she was employed by the University’s Zoology Department as a Teaching and Research Technician. After two years at Llandrindod High School as Senior Laboratory Technician she decided to retrain as a Paramedic at Swansea University. After attaining her DipHE in Paramedic Science she worked for the West Midlands Ambulance service based at Stafford. In July 2022 she Graduated with a Post Graduate Certificate in Palliative Care from The University of South Wales, fully intending to complete a Masters Degree in this subject, however she left the ambulance service for personal reasons and became an Event Paramedic.

Kelly Wilton

Kelly Wilton is a midwife by background who is now a course director at Staffordshire University. Kelly has previously been the course director for the Operating Department Practice programme

Ben Woodrow-Hirst, Staffordshire University

Ben Woodrow-Hirst is an Operating Department Practitioner (ODP) at Staffordshire University with 20 years clinical experience, primarily in anaesthetics, resuscitation, and Post Anaesthetic Care. He has specialised in simulation provision and course design for many applications within Multi-disciplinary team ‘in-situ’ diagnostic simulations, inclusive of Human Factors and Patient Safety. He has interests in inclusive teaching design as well as student wellbeing and is an advocate for neurodiverse students and healthcare professionals.

Sarahjane Jones , Staffordshire University, Professor of Healthcare Safety and Performance

Dr Sarahjane Jones is Professor of Healthcare Safety and Performance and Associate Dean for Research and Enterprise. She is a dynamic and innovative research leader delivering multiple large research grants and has responsibility for the research portfolio within the School of Health, Science and Wellbeing at Staffordshire University. She is a Senior Fellow of Advance HE in recognition of her doctoral supervision and her use of communities of practice to support research capacity and capability amongst nurses, midwives and allied health professions. Her research interests are in the use of routinely collected data for safety management using advanced analytics. She is also interested in the ethics of data and research and is a Vice Chair of a Health Research Authority Research Ethics Committee. She is associate editor of the International Journal for Quality in Healthcare: Communications and Trustee of the charity Patient Safety Learning.

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