Hello, and welcome to another episode from the Specialist
Learning Disability Service podcast.
This is your journey.
This is Jenna Messenger,
specialist learning disability nurse in
mental health in our service.
And today I am joined with the fabulous Clare Goodyear,
who is doing an apprenticeship with children
and family health dev in training
to be a learning disability and neurodiversity nurse.
Welcome, Clare. This is your journey.
Thank you so much for joining me. Thank
You for having me.
I thought that you, we could have a bit of a chat
and just help everyone who's listening to be able
to just understand a bit about what it is like
to be a student learning disability nurse,
what the role entails, and thinking like families
and young people who are gonna come across you,
maybe in their role or other student nurses.
It's really helpful to kind of think about what
that may look like for them.
So we are just gonna have, as I always say, a bit
of an informal chat and just learn
a bit more, if that's okay.
I can try. Thank you.
So what would be really good is just to hear
what brought you into this specific area
of nursing, please.
So, uh, firstly, thank you for having me.
Thank you, Clare. My roots into
learning disability nurse training has been quite unique,
um, and, and in some ways quite unplanned.
Um, I have always worked with children
with learning disabilities.
I'm not going to tell you how long for,
because that will age me. Um,
But Roles that I've held over the years,
I've had the opportunity to sort of co-manage, play,
uh, play services for children with learning disabilities,
which obviously are around play and community access
and participation and peer interactions
and all of those really enriching, um, experiences.
I've also worked as a, a
teaching assistant in a special needs school,
and that led me to being able to qualify as a teacher
for children with learning disabilities.
Uh, that role allowed me to
work alongside learning disability nurses, which is
what allowed me to realize that the role existed.
So I then joined the Children's Learning Disability team
and this course came into being,
and I have jumped at the opportunity.
Can I just ask, where's the course to? Is it in Devon?
So, the course is run from Marjon University,
which is in Plymouth.
And how long is the course?
So I am on the second year
of the master's program, so I've done three years in total,
so I'm nearly at the end, um, hopefully
Nearly at the end of your journey.
Can I ask Clare, just, it's
what brought you going right back those few years
that we are not obviously going
to share with how many years?
I'm not gonna ask you to do that, but thinking back, it's
what brought you into this field of working with children
and young people with learning disability?
I think I, so I, my first
qualification was, um, nursery nursing,
and that allowed me some placements
where I was supporting children who just didn't
quite seem to be getting what they needed and what they, um,
and I think that led on to me
experiencing other settings such as, as I've already said,
sort of play settings
and things where I experienced firsthand the barriers
that very much exist for our children in terms of accessing
every day experiences such as swimming opportunities
for meaningful connection with peers, um,
accessing local attractions, uh, play opportunities
that are developmentally and age appropriate.
You know, those really enriching experiences
that our children, that all children should be,
should be benefiting from.
And I think that's what's driven me to where I am now.
Wow. I think that's a really good point.
Like you said that there was the sentence there about you
said every child deserves to have that access.
And for the children
and young people who access our service, we can find that,
like you said, there can be some barriers
and challenges in the world that don't make it as accessible
and that can drive us as learning disability nurses.
I think what I hear there, what we share,
I think in learning disability nursing is
that passion to go.
We want children and young people
and adults with learning disabilities
to have those same rights, the same access,
the same experiences that should be accessible
for anyone.
And that's really important that we can make sure
that they are able to have those experiences.
And thinking, Clare, like I may ask a family
and a young person if I could bring a student nurse
into the home
or maybe visiting school or respite.
And I'm always very grateful that when parents or carers
or the young person feels
that's something they can accommodate, just wonder.
Clare, what would you be saying to maybe a family
or carer who may come into our service
and we ask them if we can bring a student learning
disability nurse, what would you say to them?
What does that bring in an experience for them
to have a student come along?
I think hopefully, um,
I, I think hopefully that what I would bring
or maybe other student learn disability nurses would bring
would be a bit of a fresh perspective.
Yeah. I think, um, we have to be really mindful
that we are entering a families and entering their lives.
We have to be, and I have to think, I think we have
to be mindful that we could be perceived as sort of
yet another professional.
Um, from reflecting on discussions I've been able to have
with parents and children, they often
have almost an experience of a sea of faces.
They're not really sure who does what, why, uh,
professionals are involved.
They might have a number of professionals at once,
they might just have one.
Um, and I think that families should be expecting
enthusiasm from me as a learning disability nursing student
for that commitment to building relationships
that are therapeutic and also sustainable.
I think we also, we often find ourselves in
and out of families' lives as new challenges arise
or experienced.
What does, what does it mean to you, Clare?
So this is just asking about your thoughts.
What does it mean to you
becoming a learning disability nurse?
I, I think it means lots of different things
and I think it means different things on different days
depending on where I am, who I'm with.
Um, but I think the, the thread that holds true is
that training to be a learning disability nurse is
so much more than ticking boxes.
Mm-hmm. I feel that it's definitely a vocation
and it comes from a place of personal experiences.
It's often,
and those experiences have identified
injustices like I've described earlier mm-hmm.
That creates that drive and commitment, um, to the children
and young people that I get to work alongside.
I am most definitely learning every day
about the continuous need to challenge stigma
and work to promote inclusion
and to absolutely serve as an advocate for our families
and our children that don't always get the
attention that they deserve
Thinking.
We know that there has been a decline
and there is still a decline in learning disability nurses.
What does that feel like for yourself, Clare,
who's training as a learning disability nurse in an area
where we know that we aren't having the uptake
as other nursing professions?
Absolutely. I, this is a, a conversation.
I've obviously had lots, um, with other students
that are on, on the program with me.
I think there is a decline in nursing
numbers in recruitment.
Yes. In general, as, as we know, I think
learning disability nurses are the smallest part
of the nursing workforce.
Um, it is really exciting that, that there is a recognition
of that gap.
And the, the course such as the one that I am lucky enough
to be on is, is supporting that gap
and working quite proactively.
But I think For me it's fi
for me, I think it's finding those opportunities within
placements to really understand the role
of a learning disability nurse.
Because if there are less learning disability nurses,
there are less places where they are working within.
Which means that for me as a student,
seeking out those opportunities
and seeking an understanding of what
that role looks like within the many different contexts that
learning disability nurses are working within
can be quite challenging.
Um, and I think for families, the,
the lack of learning disability nurses
or the lower number of learning disability nurses is going
to have an impact on the, on the families
and children that access the specialty
In that way. Clare,
you said about the impact, if we continue to decline
in our numbers and you said about the impact for children
and families, what do you think the impact would be?
We've heard that you were sharing about advocacy, that
ability to challenge, to think about access,
to think about opportunities.
So there's quite a lot I'm hearing in the learning
disability nursing role that it brings alongside,
I would be, in my experience, thinking with families who
have described the, the fight to be able to have that.
Do you think then if we decline in numbers,
like you were saying, the impact is that ability
to come alongside and strengthen the voice
and hopefully I see us as we can provide a support
for parents and carers
and when they are feeling that exhausted to still say,
we're still here, we are still believing in the things
that you are advocating for your young person.
And I wonder without that, do you think
that would be maybe possibly harder for families
and carers if we do lose the numbers?
I think, I think so.
And I think that can be evidenced by the leader reports.
Mm-hmm. Which are demonstrating
that we still have a very long way to go in ensuring
equality of access, um, for, um,
people with a learning disability in comparison
to the general population.
And I think,
I dunno what to say now. Um,
That's alright.
Take a moment.
I think from what I, from what I've seen, um,
as my experiences as a student and as,
and my experiences prior to this student role, um, I,
I've seen a real firsthand difference at specialist nurses
can make in the lives of the children
and young people that they are supporting.
Um, and I think there's a real strength in
supporting general services to understand
what is happening for our children, young people and,
and what they need in order to receive the healthcare
that they are entitled to
and have a right to access.
And I think that by increasing our numbers and the,
and from that, the numbers of people
and children that we can support, that that is going to help
to close those gaps in, in equality by making sure
that nobody's being left behind.
Yes. Thank you.
What I will do is we will just signpost,
'cause Clare mentioned the leader report
and that just for those who may not have heard
of the leader report, so comes through NHS England
and it's a report and it's reviews
and we are learning from lives
and deaths of people with a learning disability
and autistic people.
We know that there are increased challenges, um, often
with poorer health, uh, physical health
and mental health for this population of people.
And as Clare's already said, accessing healthcare
and some of the challenges.
And so it's about learning
and how we can improve locally in respect of
what Clare's already highlighted so well.
It's the access to healthcare play, social development,
communication, what are the barriers,
where are the health inequalities
and how can we keep trying to change this,
which I think is learning disability nurses we're really
passionate about.
Thank you Clare for that.
I wondered in your, again, any comfortable
what you can share, but is there, when you've been training
as a learning disability nurse, any experiences
that you feel will carry you forward once you qualify that
you go that experience, be it positive
or it might have been an experience
that was really challenging,
but it will continue to drive you
in everything you've described about the underpinnings
of being a learning disability nurse.
There have been many And
I'm sure there only, There will be many hours with it.
They're going keep us
I know how long, But if only,
How long do you have?
Um, I, what I would say,
um, what would I say?
So there are many moments that have shaped me
and will continue to shape me.
And those happen in all sorts of places, um,
with all sorts of people.
Sometimes it's a discussion with a, a parent,
sometimes it might be a, a corridor conversation
or a conversation over over teams with, um, a, a colleague.
Um, it might be a direct
and usually a direct interaction
with a child or a young person.
Um, I feel that that's where reflection's really,
really important within what I'm doing, um,
within my student process.
But I think prior
to this I was naturally quite a reflective person.
Um, but I often think it's the really tiny moments
that happen that it's not until you go back later
that you realize just how big those moments
are in, in their impact on you
as in your development as as you kind of move forward.
And, and it, I I think a lot of my learning comes from
the surprises that the children
and young people tend to throw in your direction.
Um, actually throw
Literally.
And I think for me, I'm always, um,
really quite excited by the child that says no
the first time or
We're okay with that.
Um, and I think it's those moments, isn't it?
And recognizing those moments
and taking space to reflect back on those moments.
And that's what I really, really love about working within,
within the team
and alongside the professionals
that are involved in supporting the young people
that I'm working alongside, is those really enriching
conversations which really help to remind me
of how dynamic this role is.
Definitely. I mean, I was thinking about when we worked
with a young person
and we can signpost again
to intensive interaction, which is mm-hmm.
In my description, I've always said it's the permission
of the young person that I'm working with to get
inside the world and be with them
and just be there, just be alongside them, being them
with nothing that I am expecting of them.
Just if I can be in their world.
And that moment where we had that
eye contact, that smile, that recognition that instead
of us trying to pull that young person into the world
that we, we all live in, it's like,
I'm just gonna come and be.
And to me it's those moments that still, I'm not gonna say,
I could say how long I've been a think 2009 many years.
Yeah. Continue, like you said, are just incredible.
And they can sound so small sometimes to the outside world,
but uh, when you are in this field of work,
it is just the most amazing privilege.
Yeah. On that back of that, uh, my own reflections
to have been a learning disability nurse, I wondered
when I was talking about like what can be seen possibly
by others as a small celebration as a student
learning disability nurse
and thinking about working with families, carers,
and young people who access our service, is there times
where you've supported to be able to see a celebration
in or the family or car or even a young person
and you've had that shared experience together
that you might be able to just share with us
today? Please.
Yes, absolutely. Um, I thank you.
Love celebrating with children and families. Nice.
Um, what I would say is
that sometimes I think it's really hard to see success
or achievement, um,
within the bigger picture of what's happening.
Our families are living incredibly busy lives with and
and often experiencing really quite challenging.
It might be moments, it might be challenges in terms
of accessing a service.
It might, you know, that there are lots
and lots of dynamics at at play
and I think I work really hard to make sure
that these like really tiny
but really big achievements are recognized.
And I think that's where it's key to have the time
to really understand what a child
and their family's day-to-day looks like.
There's a real value in visiting all the spaces
that a child interacts with or, and
or building a relationship with the people
that they come into contact with
and they are interacting with.
I think celebrating achievements really, really does matter.
And I think it's key in supporting a family, a, a
and child to build confidence.
And I think this confidence is really important
because that drives independence.
Um, which also from puts a onus on me to ensure
that I am appropriately goal setting
when I'm working on an intervention alongside a family.
It was a, excuse me, a part there that I picked up,
which I was thinking,
'cause I was working with a parent the other day
and we were talking about relationship building
and what you were saying, there's the importance
of the relationship building.
Absolutely. Do we consider the young person,
but you were right about that relationship building around
the people who are in that young person's life.
And I just wondered, as a student learning disability nurse,
why do you think that's so important to have
that relationship built with the people
around that young person?
I think there's, there's lots of different answers
to, to that question.
I think that families truly know their child best.
I think by listening we pick up on things
that services alone might miss.
I think it builds trust.
It ensures that our support is shaped by sort
of real experience
and not sort of the professional experience.
I think it's, for me, it's really, really important that
we are curious about what is happening for that child
and for the family to ensure that what we're advocating for
is what that child or young person is wanting
and that we are not buying into a story
or a narrative that's being built around that child.
I think all family, I think that's really, really key
in ensuring that what we're providing is
person-centered care.
And I think part of my role is being able
to sit in those more difficult conversations
where there is a gap between perhaps what a child
and family would, would like or, or need.
Um, when that looks different to
what perhaps a service is able to provide.
And I think those conversations are really, really key
because they ensure that they help me to ensure
that I am working in a way that is person centered.
What is person centered?
Clare, how would you describe that in your own words?
How would I describe person centered care?
I think it means seeing the whole person, not,
not just the diagnosis.
I think with the children that we are supporting, it's, it's
meet, it's, it's understanding what's important for
every person involved I in that.
So I think it's kind of thinking about family centered care,
but also the individuals that make up that family.
Um, and, and the dynamics that are there
and you know, kind of ensuring that you are
encapsulating the wishes and kind of choices
and kind of dreams held by by all of those.
All of those, which, which is not an easy thing to do that
that definitely doesn't come without challenge.
And I think one of those real challenges is ensuring the
time and being able to work in a way that is flexible
to ensure that we are including, for example,
the, the, the wishes of both parents.
Maybe one parent can attend meetings
and perhaps another, another parent can't or, you know,
and I think that's a really, a real strength of our team
that we do really try
and work in a way that seeks to
meet the needs of the, the child and the family
and the kind of best way possible.
Really.
The I that, I also was thinking when you're talking about
the young person is the young person's voice.
And when you are working with families
and carers, how do you get,
and I suppose it's very individual,
but that young person's voice I am thinking is really
important to be able to be heard, like you said,
within the family too.
So you're hearing the family,
but it's really important, I'm thinking to have
that young person's voice
and that comes through relationship building too.
Yeah, I think for me, I, it will come as no surprise
to you, Jenna, that communication is,
is my absolute passion.
Um, And
and communication absolutely sits at the heart
of ev everything we are doing.
I work in a way that is very child led in terms of
how they are communicating.
Um, I think that the, the, the key
to remember about communication is that it is how we connect
and without good communication that can leave children
and families feeling isolated.
Um, oh, I've not answered that right at all.
You have, I I was going to ask is I'm really thoughtful
that we are, I be in general in the ask of that,
but you were saying like communication is really key.
Is there, um, things
that can help maybe at a very foundation level in respect
of communication, Clare, that you may advise any family
or, um, carers who are listening today
to support their young person.
So is it thinking
of different ways in which you can see your young person,
they'll be showing that they want
to communicate maybe in a way?
So do you think sometimes it's trying different things?
So maybe seeing if they respond to a picture
saying things out loud, what it is.
Um, photos,
sometimes we call it objects of reference, don't we?
Where we might have something to be able to say,
I've got your swimming bag to show we're going swimming.
Just thinking of those foundation levels then of layering
communication for our young people.
Absolutely. I work
or roach communication completely from
what the child or young person is, is offering to me.
Um, sometimes that might be that they don't want
to communicate with me.
Um, and I try not to be offended by that.
Um, but generally, uh, you know, I let, I let children lead
and I work to
uphold and, and kind of celebrate
every way a child is communicating.
And I'm always keen, kind of curious
to learn more ways to, to sort of communicate
and as you've said, whether that's words
or pictures, it might be gestures, it might be devices
they might be using, um, photographs they might be signing.
Their signs might look different to the, your understanding
of what, how that sign looks.
Um, which is always a lovely thing to, to discover.
Um, but I think the, one of the key components for me
for communication is creating the environment
that allows the space for
that communication to be happening.
And I always, um, try
and remember the sort of power of pausing
and allowing silence to kind of create that space
for communication attempts to occur.
I think sometimes we're not always good at, like you said,
the silence that can sit between and wanting to fill it.
And actually, like you said, getting comfortable with that
because the young people we work with
often need that time to process
or think about so we can very much rush through something
and presume they may not have understood.
So we feel that silence, like you said,
and just allowing for it to sit and then we might see a lu
or a movement that indicates actually okay,
it just needed to sit.
And for us to be, like you said, comfortable with
that silence that sits between,
I think as well on, on that there's a real need
to make sure that you are, when you, when I, for me,
when I'm visiting a child
or a young person, that I'm considering the time of day
that I'm going, that I am considering perhaps
what I'm intruding on.
You know, if I, I would much rather go swimming than talk
to me or communicate with me.
So I think it's, it's really being able to be
as flexible as you can be
and developing quite a thick
skin. Absolutely. I would say. Yeah.
Yeah. We have, uh, yeah, we are more than uh,
experience young people when they're like, no wave goodbye.
Get our shoes to the front door to indicate that, um, yeah,
it's time for us to go.
We are, we are okay with that. We are okay. We know that.
Um, it's not personal.
It might be personal, but we don't take it personal.
I think as well it's, it's being really curious about what
is behind the communication
or the kind of presentation that we're perhaps trying
to unpick and understand the sort of underlying sort
of functions of, I think that's, that's really key.
And I think sometimes it's working out what's driving
a particular communication, um,
and what we can do to ensure that
that communication is being upheld or and listened to.
I totally agree. There was something,
I just was thoughtful that in my experience
you said about young people often form their own signs
and so we would be using the
makaton signs of communication,
but the young person, like you said, may develop
for various reasons their own.
And it made me think that it can be really helpful for,
'cause the young people can go to different places
to have a book that visually may show the sign
that they've got a photograph of the young person
or a video, um, that can be shared.
So, 'cause it can be difficult with, um,
new workers coming in.
That's what can be signed
as toilets actually can mean something different.
So when you were saying about the communication
to help reduce the distress of the young person, is that
actually everyone is aware of the sign that's used
may not be as toilet, it can be a sign for cake,
but they mean toilet
or it's about, yeah, we would model it in a way,
but actually like you said, it's thinking about ways
that you can share that communication with others
that my child signs this way, which means this,
so then it would reduce that distress
because that young person may be communicating that I want
to drink or this and if it's not understood, that can lead
to some behavior distress
because they're going, I've told you,
it's just not being received and understood.
Yes. And I often think that communication attempts,
particularly within very busy environments
or within very busy stressful routines that those
communication initiations are possibly missed.
And then I think that then es figured
that can then escalate into, into something else and,
and it's not always perhaps clear what's gone wrong there
and that that needs some unpicking.
And I, yeah, I think a large part of
person-centered care is ensuring that the people
that are supporting that young person
ha have the information available that allows them
to support in the best way possible for
that child or young person.
It made me think, we've had conversations obviously
outside this podcast episode,
but when we were talk you were talking about communication,
it made me think of an experience you shared about being a
student learning disability nurse in hospital
and the value of a hospital passport
and having that information to help someone coming in
with a learning disability.
And I just wondered, Clare, if you could share
what a health passport is,
but also as a nurse training, what that meant
to have that information in a hospital setting.
'cause I'm thinking of maybe nurses, um,
other healthcare assistants
and professionals in hospitals who hopefully will be joining
and listening into our podcast,
but it'd be really good to hear what difference does
that make in respect to communication
and understanding when you haven't met someone
before, um, who has communication difficulties to be able
to express what they need while they're in hospital
or GP care or any of our primary or secondary care services.
Absolutely. I, yeah, I've absolutely seen been, I've been,
I've seen health passports from, as you say,
from the perspective of a student nurse within sort
of a clinical space.
I've also been involved in the creation of health passports
for children that I have been supporting.
And it was really interesting to be on the sort
of receiving end of a health passport when I
hadn't been involved in, in the writing of, of it.
And what it really made me reflect on is absolutely,
I found it really helpful that there was a health passport.
But there is, I think there is work
to be done on the quality of
what goes into a health passport.
And I think it's not until you are present, you know,
you're in a situation where you are
supporting somebody in an environment
that they really don't wanna be in.
You know, they may be experiencing a lot of distress,
they may be in a lot of pain
and we know that's gonna have an impact on their,
their ability to communicate as it does for everybody.
Um, but I think ensuring that
what is captured on those health passports is going to be
helpful and accessible to the person on the receiving end
of reading that health passport is, is really, really key.
And I think it shows that there is perhaps a need
for more joined upness between services to
ensure that these documents are completed in a way
that adds a huge amount of value
to the person who's reading it on, on sort of the other side
who perhaps doesn't have, um, as much exposure
to supporting somebody with a learning disability.
So they are very reliant, understandably,
on what's written on that page.
Does that make sense?
It does. I just wondered
and if there's just a couple of things you'd share, Clare,
Clare, Clare in those top tips, what would you say
would be the key things that you, if there was a family,
parent or maybe a professional who's gone, do you know what
I will link through on our website A health passport?
Could you just give in your experience, just some thought
what you would say would be really vital information.
I appreciate everyone's individual,
but just from your own reflections what you think
or that would be the key things I would say would be really
helpful when writing a health passport to think about
Based on my recent experience.
Yes. Um, and sort of reflecting on on that, I would say it's
what expressive communication looks like,
How receptive communication is is best supported.
But it's, for me it's almost little things such as
what position does that, um, adult, I mean it wasn't, it,
I'm kind of reflecting on my adult experiences here.
Mm-hmm. Um, sleep position,
what does, you know, what does that look like?
Um, it's those nuances that
we perhaps wouldn't think about until you are in a
situation where you have somebody in your care
that isn't able to share that
and you are not easily able to access that information.
So I think for me, um, it will come as no surprise
that communication is going to be a large part of my answer.
But yeah, those tiny bits around sleep position,
if that's appropriate, it might not be that that's
appropriate for that adult and you know,
but I think to, to be in a situation where
you are sort of reading through a health passport
and you can't find those bits of information,
you really are in the dark
and about how to provide the best possible care,
which is obviously what we are wanting to do.
Yeah. What are your hopes for the career
of learning disability nursing?
What do you hope to see, hopefully we will
lift, uh, uptake, like you said, of nursing in general,
but also in learning disability.
What's your hope for learning disability nursing?
And I know it's a huge question to ask, um,
but yeah, just wondered what do you hope for,
and if you can find the words to even put such a magnitude
of a question into an answer.
My simple answer, do that really,
really complex question.
Yeah. I think my biggest hope is that
for myself is that I am able to be a really strong
and accurate advocate for the children
and families that I get to work alongside.
Um, from my own professional development.
I would like to specialize even more in communication
and play, um,
and looking at how we can
incorporate appropriate tailored
play opportunities that are going to
reduce anxiety in clinical spaces
and promote access to health interventions so
that there aren't delays in health interventions
because we are needing to work on a desensitization program.
I think that would be, that would be a real hope of mine
and that that in turn would help to close some
of these gaps in health inequalities.
I'd also love this will come as no surprise to you Jenna.
I would love to see more emphasis on communication training
for all professionals and a greater awareness of the rights
and needs of children with learning disabilities throughout
healthcare and wider.
And we're very appreciative of the Oliver McGowan training
that is being accessible now, which is helping,
like you said, through an incredible
loss and tragedy that we know shouldn't happened.
And it is lifting us to be able to, like you said,
understand communication
and be able to think about, like you said,
presentations and mental health in learning disability
and autistic people to be able, like you said, to
close those gaps
and improve services for people
with learning disability and autistic people
and like you said, so we continue to see that we are
reducing the risk
of premature deaths in this population.
Um, and I strive like you as learning disability nurses
that we continue to see that we are part of
that active closing of those gaps.
I'm gonna say we are looking
to bring this podcast episode to a close.
I like to think about with the person that I've been talking
with Clare about some messages of
what I consider, uh, the people
that we are supporting with.
So my first one is, what would you like
to say if you have the privilege?
I always think of it as a privilege when we're working with
families and carers.
What would you like to say to them if they have
that experience of you coming in as a student
learning disability nurse?
Or what would be your thing you'd like to leave
with them today?
I think if I was to share a message with families
and carers, um, and siblings
Yeah, thank you.
I would want them to know that they're not alone.
Um, that the knowledge that you hold of your child
or young person is invaluable
and that your experiences really matter.
I think if I was going to talk specifically to the children
and young people that I get to support
and sort of walk alongside, I think I would firstly say
that you can absolutely say no, that's really important
and that my support is about how to support you
to get what you want from your life
That is incredibly well worded
and from the heart class.
So thank you. My last ask is
for you, for professionals.
So I ask you in that consideration for any
professionals who are going to meet somebody
with a learning disability for the first time,
what would your message be to Yeah,
how would you say that you would say just
what advice may you give to them about their approach?
I think, I feel that I should say
that I absolutely don't always get everything right.
Mm. But I am willing to learn and adapt
and be flexible and try again.
But I think for sort of, uh, professionals
that are perhaps new to working with children
with learning disabilities,
I think I would say take your time, listen to families,
listen to the children, stay flexible in your thinking.
And I think I always learn the most
when I've got the child at the center
of whatever it is I'm doing.
And if I feel like I haven't got the child at the center of
what I'm doing, I need to change what I'm doing.
And that would be my piece of advice.
Wow. That is, yeah.
Incredibly well considered
and really practical, really reflective
and that that I feel
that professionals would be able to take that.
And I really like, like you said, that we
are trying our best we can learn, um, from an experience,
but where we can't get it wrong is if we keep the child at
the center and the appreciation
of the family carers and you are right.
The siblings
and extended family around them in our minds
of when we are completing our work.
Clare, thank you so much for giving your time to be able
to share your experiences, some real thoughts
that I think that people could take forward.
And I'm just incredibly grateful for your time.
And yeah, just wish you the best of luck with the rest
of your course and yeah, just thank you for
what you are doing for the children, young people
and families because I think there is this real uniqueness
that sits with us as learning disability nurses.
I think it's a real passion and authenticity in what we do.
I feel it's a real privilege
and I hear when you talk, it reminds me of what we stand
for, why we are here,
and that we will continue to be alongside
in the future as needed for people of a learning disability.
So thank you. Thanks for having me. You are welcome.
I'm sure we'll have you back again. Well, I'm qualified.