Hi! I'm Alys and you can read all about me HERE if you want to know some of my background.

I will be delivering your annual immunisation update training in February (alongside my wonderful colleague Laura Kennedy?) what precedes this bit of the day?

Please have a read of the organiser information plus all my personal tips below so you can feel nice and prepared for the training. (catering? address, times, prerequisites, certificates and registration details...)

need a session outline but that depends on agreed format and if Laura is there etc.

TIPS: BEFORE THE COURSE

Take a look at the following pages of this website just so you are familiar with where all the guidance is that we will be referring to during the course:. You don't have to read every word of everything, it's just so you are familiar with where to continue the learning after the course. These pages form a 'reference list' for everything (and more) that I tend to bring up on immunisation courses.

• Immunisation key documents and guidance Here you will find all the competency and guidance documents surrounding immunisation and useful information about legal mechanisms for administering vaccines.

• Hesitancy and uptake Here you will find helpful articles and suggestions for increasing your uptake and reassuring the concerned public when it comes to misinformation.

• The vaccine portals Here you will find a page for every vaccine in the UK with specific guidance and infomration around each one. PGD's, Green Book links, posters, cheat sheets, extra reading, and so on.

• Consultation tools Here you will find lots of resources for helping your appointments run well, things like working out vaccine histories from abroad, useful leaflets for patients and revision aids.

• Techniques Here you will find the practical tips around administration and some really picky things about medication administration.

• Know where you are going! Allow time to get there (and find the best parking spot and the best seat in the classroom).

• Plan to be on time (or even better, early). The first bit of a course 'sets the scene' and gives an outline of the session. If you join late you miss this important part. Plus you get to have a gossip with me if you're the first one there. 1:1 time is always good!

• Don't forget to pack a pen and paper!

• Pack some nice snacks. Being hangry while you are on a course is not fun .

• Ensure you have sorted childcare / clinic appointments / meetings so that you can finish the course and have a bit of reflection time afterwards. Having to leave a course early or in a mad rush means you won't have time to fully digest the session - or you may not receive your certificate of attendance if you haven't attended the full thing. If you know you will have to leave early for another commitment let the organisers know in advance of the course so a contingency can be planned (sch as extra reading for instance). TRAINER TIP: It's REALLY awkward when someone publicly asks during a course if they can finish early. Saying 'yes' publicly means that everyone else thinks the rest of the course isn't important, and then they start leaving too! Saying 'no' is just mean and we always understand if something else comes up. No-one can force you to stay on a course!! But it definitely helps to plan for these things in advance (or privately ask the trainer on the day if it's unanticipated).

• Have a look at the 'after the course' and portfolio section below and consider (if not already) popping to the stationary shop to buy a nice new folder. Take a look at the recommendations below for portfolio content and if not already got one, consider assembling one! The more you do or look at in advance of the course, the more likely it is that you will find things that you want answers to. Much better to realise these things in advance than afterwards when it's harder to make contact with the tutor.

MORE TIPS: DURING THE COURSE

Being in a room with what is often going to be 'a load of strangers' can be daunting. Find an ally early on!

Most of the time you will have a choice of where to sit - if you're early, even more so. In my experience the back rows tend to fill up the fastest! Consider things like your vision. Can you see the slides ok? And your hearing too. Will you be able to hear OK at the back or would you benefit from being closer or able to see the goings-on a bit better? Where is the Aircon/toilets/exits? Are you a person who runs hot or cold? Chose wisely according to your temperature needs. By doors and windows are usually the colder spots.

Sounds patronising (sorry) but be sure to visit the loo before the course starts (I often forget and then regret it) and ensure you know where the coffee machine is so you can be first there on the break.

Are you a bit nervous in large groups or new situations? Me too! I used to get panic attacks and there is no way I would have ever envisioned doing the job I do now back then. But I forced myself out of my comfort zone and after years of practice, I know comfortably (ish) deliver talks to over a hundred people if I am invited to. You can be sure to know that I totally understand nerves, and I never mind if someone wants to leave the room for a minute, sit by the door, stay quiet, or just come and have a hug. I want you to be comfortable on my course so do what you need to do to be happy and relaxed. Learning is very difficult if you're not able to concentrate. YOU GOT THIS!

Don't hesitate to come and say at the start of a course if there is anything I can do to make your experience better or easier.

(Bonus tutor insight: if it makes you feel any better, no matter how confident a tutor looks, we all get the pre-course nerves too!!)

NOTE-TAKING TIPS: Some people like to take notes and others do not. Some benefit from writing furiously throughout and others just find it confusing and just want to listen. That's OK. Do what helps you the most. My personal preference when taking notes is to have four lists on the go so my notes are organised. I add to them accordingly as I go along. Works for me when I'm a delegate on a course.

1. TO DO LIST

2. GLOSSARY

3. TO READ LIST

4. REFLECTION POINTS (I use this list to inspire me for blog titles and future course content)

MORE TIPS: AFTER THE COURSE

• It's not easy being on an intensive course for a large part of the day. If you're in a similar situation to me then you will probably need to dash off and see to the family or make dinner or walk the dog, but try to take just a few minutes to reflect before you get back to the grind of daily life. You might have some time to think on the journey home. Life can be just relentless sometimes eh? Try to take a moment.

• NURSEY TIP: If you are on the NMC register, has anything come up that might be useful for a revalidation reflection?

• 70% of people are visual learners who really benefit from seeing things in front of them. I suggest a trip to the stationary shop to buy some binders and dividers and make yourself a nice study file full of cheat sheets. Of course, I would always encourage you to use LIVE resources in practice and have a great selection of organised bookmarks, but there is still a role for good old-fashioned paper when you're learning. I've suggested some contents below.

• Don't forget to use the website pages mentioned above to help you with both bookmarking and creating physical study files in the subject pages.

• If you would like copies of the presentation slides I will upload them HERE after the course.

Suggested Portfolio Content for Immunisers

1. UK schedules and incomplete algorithm posters

2. Vaccine or eligibility summary posters for your specific vaccines (browse the portals for your vaccines)

3. Anaphlaxis posters

4. Guidance documents (e.g. incident management)

5. Competencies (for all here and for PGD users here as well)

6. Individual vaccine factsheets (e.g. find some summaries on the fabulous VKP)

7. Assessments (such as quiz results / completed workbooks). If you don't have any prior evidence of learning you can use my template workbook and complete some of my quizzes to bulk it up a bit.

8. Hesitancy and uptake resources

Dyslexia & neurodiversity in the workplace and on training courses

I'm no expert here but what I DO Know is that life becomes generally harder to navigate when there's a learning difficulty in tow.

I also know that when I was a lecturer in an FE college, the very FIRST thing we did was assess people's needs and make adjustments all over the place to ensure they had a happy educational experience.

THIS priority often comes to a grinding halt once people enter the workplace. Some adults don't even know they have extra needs in the first place. Late or delayed diagnosis is not uncommon. Some people go through their whole lives only to find out much later on that they have been living with Dyslexia, Dyspraxia, Dyscalculia, or ADHD.

Here are some useful practical links if you or a colleague appears to be struggling:

https://www.bdadyslexia.org.uk/ This is how they describe themselves: "The British Dyslexia Association (BDA) is the voice of dyslexic people. We aim to influence government and other institutions to promote a dyslexia friendly society that enables dyslexic people of all ages to reach their full potential.". Nice aims!! And some useful info on the website too around learning and workplace adjustments. See https://www.bdadyslexia.org.uk/advice/employers/how-can-i-support-my-dyslexic-employees/reasonable-adjustments-in-the-workplace

https://www.inclusiveemployers.co.uk/blog/understanding-dyslexia-in-the-workplace/ A very useful bit of information defining 'learning difficulties' and tips for inclusivity in the workplace.

How neurodiversity-friendly is your clinic? Is it time you considered some workplace training for you and your team?

Dyslexia and me: ‘Don’t let your differences stop you’. District nurse Teresa was diagnosed with dyslexia as an adult. She shares her strategies for success in work.

Neurodiversity in medical education. Suggested reading:

Hedlund A. (2023) Autistic Nurse: Do they exist? British Journal of Nursing 32 (4) 210-214

Major R. & Tetley J. (2010) Effects of Dyslexia on Registered Nurses in Practice Nurse Education in Practice 35, 7-13

Moore A. (2021) Diversity in nursing: why it’s time to think neurodiversity. Nursing Standard 36 (1) 67-69

Royal College of Midwives (2024) Neurodivergence Acceptance Toolkit. Royal College of Midwives

Royal College of Nursing (2022) Neurodiversity Pocket Guide. Royal College of Nursing

White J.F. (2024) Neurodiversity & nursing: Reflection of a final year general nursing student. Nurse Education Today https://doi.org/10.1016/j.nedt.2024.106318