Here are some more insights about the types of activities I get up to on a daily basis: 

- Thinking: I spend A LOT of time thinking. I think about how mental health impacts upon the student in clinical and campus spaces, and the rise and rise of mental health issues as exam period creeps closer. I think about my own mental health and the need for me to stay healthy to be useful to students and staff. When I am feeling low, I am not useful to students because it becomes hard to be objective and helpful (a mental health day usually helps, and if scheduled regularly is a good way to stay well!) - when I feel good, my ability to support students is exceptional. I am creative, flexible and interested!

- Meeting students with long term conditions and discussing how the College, their programme and the condition interact. Within these meetings, I am struck by how the College might inadvertently disadvantage them through established policies, procedures and practices. I am also struck by the need to develop resilient clinicians ie, those who have learned coping strategies, which will help them to pursue their chosen paths. 

- Meeting staff (academic, clinical and administrative) to discuss the impacts of our policies, procedures and practices upon students with long term conditions with respect to reasonable adjustments, rights of the patient and responsibilities of the learner, and regulatory standards. 

- Chair meetings with students, parents and staff where conflicting opinions become problematic. Sometimes there is a disconnect between student/user beliefs of their requirements or reasonable adjustments, and staff understandings of duties. This is usually resolvable with discussion and brainstorming. It can involves the revelation of some uncomfortable truths (for both sides) but dialogue is always preferable to distance. 

- Teaching students: I have two option modules running for junior medical students which explore the issues around disabilities and long term conditions. As professional educator I supervise their research projects and meet to discuss the issues which arise as a result of their learning. We discuss how their academic projects influence their clinical practice and vice versa. 

- Internal examiner: as a clinician and teacher, in order to have a clearer understanding of the student experience, I examine all 4 phases of clinical examinations. Some would view this as a conflict given that many students with long term conditions approach me for advice on adjustments in examinations - similarly I advise the Head of Clinical Assessment on inclusive practice. However, participation in the clinical examination process serves to remind me of the nature of adjustments and maintaining the equality (fair opportunities) and quality assurance (adjustments which do not reduce practice standards) of clinical examinations. 

External examiner: I am an external for a FDSc in Mental Health Practice at an FE institution in the East of England. This is an amazing opportunity that I could not let pass me by. Students enrolled come from all walks of life and I have the opportunity to remark on their learning opportunities, appraise assignments once internally graded, follow the translation of theory into practice and view some the very personal and intimate reflective commentaries of their journeys on the road to becoming Mental Health practitioners.

- Present at education events: with a very unique role, I can provide some interesting insights into the student experience. Whilst maintaining confidentiality, there are some aspects of student experiences which are very useful and it is these which provide me with material for my website. Clinical colleagues do not often get the opportunity to stop and reflect upon the reality of their students' current learning experiences, especially if they have a constant (conveyor belt) flow of students. 

- Repeat myself: yes, you read right. Sometimes the messages needs repeating and repeating.... and more repeating. Whilst Universities and Colleges are huge places with lots of messages in all places, students can only select so much information at a time - often institutions can be overwhelming and we need to recognise this. I have to drip feed the same message in a number of different ways. I put flyers on my door, leave them around campus, write blogs, put messages in their newsletters, attend student events. Generally be prepared to repeat myself - at least I am consistent if nothing else!