Bournemouth University PIER (Public Involvement in Education & Research) Partnership Handbook
PIER handbook
Welcome
This guide to PIER involvement provides information on the PIER (Public Involvement in Education and Research) Partnership for PIER members and those interested in joining and for staff at Bournemouth University.
The guide has been developed in collaboration with PIER members. We adopt an inclusive approach and welcome people with lived experiences relevant to health and social care from a wide range of backgrounds including those who use and have used health and social care services and carers. The term ‘carer’ refers to someone who supports a family member, friend or loved one, not those who are in paid carer roles. PIER members have the opportunity to be involved with a diverse range of activities in both Education and Research and will be invited to attend our bi-annual PIER meetings.
Special thanks go to the following PIER members who contributed ideas on the design and content of this PIER guide to involvement.
• Kirsten Bellamy
• Mandy Bond
• Karen Currie
• Helen Hardcastle
• Heidi Osborne
• Carolyn Latchford
• Tom Easterbrook
• Tim Worner
• Deborah Curtis
• Sylvia Sere
A brief history of PIER
PIER began in 2005. Originally called CSUP (Carer & Service User Partnership), we started with 8 members and our work was solely around Social Work Education and was funded by the then General Social Care Council. We ran a Skills for Care training course, ‘Getting involved’ in 2005 to provide information, develop skills and build confidence for service users and carers to use their lived experience to enhance student learning.
Angela co-delivered the course and Peter attended as one of the original 8. In 2007, we ran a second course ‘Opportunities for involvement’ designed by Angela and a Social Work academic, Gill Thomas, which proved to be more accessible for people.
• had 4 members of the staff team
• had over 80 members
From those early days, we have come so far. By 2024 PIER:
Meet the team
• actively collaborated with around 40 community partners every year
• was involved in nearly all of the undergraduate programmes and a number of CPD (Continuing Professional Development) programmes in BU’s Faculty of Health & Social Sciences
• delivered a co-designed Master’s level CPD unit to researchers
• was regularly invited to advise on public involvement by external partners such as other universities and local health trusts
• was involved in shaping and designing research applications and projects across BU
• ensured that lived experience expertise informs all stages of research projects
• had co-authored textbooks and academic papers.
Mel Hughes
Professor of social work at BU and academic lead for the PIER Partnership.
I am Professor of social work at BU and academic lead for the PIER Partnership. I joined BU as a lecturer in social work in 2005 and have been involved with the partnership since day one. I came into my academic role straight from social work practice working in mental health and substance use services. I come from a background where best practice is based on a combination of academic evidence, practice wisdom and lived experience expertise. I take the same approach to education and research at BU. I can’t imagine how or why we would work in any other way.
Angela Paget
PIER officer (developing involvement in Nursing and Midwifery Council (NMC) programmes)
I first came to BU in 2002, having been invited to share my lived experience with mental health nursing students. On that day I could never have imagined that 22 years later, I would be working with Mel, Peter and Kate and a fantastic group of people (the PIER members) to ensure that the voice and expertise of those with lived experience is integral to health & social care education and embedded into every stage of research. It has been a privilege to have been part of this work from the outset and to see it grow and develop and for Bournemouth University now, to be widely recognised for its excellent work in the area.
Pete Atkins
PIER Officer (developing involvement in Health and Care Professions Council (HCPC) & Social Work England programmes)
I was part of the initial group of 8 members of the public that started the BU PIER Partnership in 2005 on the ‘Getting Involved’ course. I have been a carer since 1991 and formed a Mental Health Carers charity in 2003 with Lottery funding. I am a workplace champion with Carers UK and PIER Officer for the Health and Care Professions Council and Social Work England programmes. I am passionate about meaningful carer and service user involvement in Higher Education and believe that our group is a good example of this. My other interests are coarse and fly fishing and enjoying the Dorset countryside.
I joined PIER in 2022. I have a clinical background as a physiotherapist and therapy lead working in community settings for patients with long term complex neurological conditions. My role in PIER is to support public involvement in research across all university faculties. Much of my role involves creating and holding welcoming spaces where people with lived experience expertise and researchers come together with confidence to design and develop research in partnership.
Kate Jupp
PIER Officer (developing involvement in research)
Joining PIER
Anyone who is interested in joining PIER will be invited for an informal conversation, either face to face or virtually, with one of the PIER Officers.
This provides the opportunity for the prospective member to hear about the work of PIER, ask questions and to share something of their experience and background so that information about projects and activities relevant to their lived experience, can be offered to them.
They will be asked to complete a new member registration form, this form will not be shared beyond the PIER team. This will be stored electronically in a secure folder www.bournemouth.ac.uk/PIER-registration-form
or scan the QR code
We offer participation payments for involvement in PIER activities. The BU participation payment policy for involvement in research (and education) will be explained in this document with a copy provided on request.
Why join PIER? Members’ testimonies
Liz
I joined PIER ten years ago after a conversation with another carer. I’ve helped in interviewing students for pre and post graduate places, assessing student presentations, participated in role plays and talked about my carer experience. I enjoy the sessions, it’s good to talk about a personal situation that can, or has been negative, for a positive reason. I find them cathartic, and it’s good to know my experience is valued.
Deborah
My life changed when my health changed and ended my career working in community mental health. I loved my work, but this feels like a close second. I have found a sense of purpose, turning a negative situation into a positive one sharing our lived experiences and changing perceptions is very powerful and rewarding. I enjoy all the activities that I have been involved in over the last 7 years, and because we get a lot of direct student feedback and personal thanks, we know that PIER is a really special part of their study.
Paul
I genuinely believe I’m offering valid input into the system and knowledge for young health professionals at training level. It’s very positive to see students really engage when talking about my injury and asking very appropriate questions regarding it. Payments help too. It’s been great speaking twice to groups at BU about living with severe paralysis and its care/ management. Students are gaining real insight and knowledge. You can tell by their facial expressions and feedback given.
Debbie
PIER has provided me with a purpose and role that was lacking in my life after I was unable to continue employment. I really enjoy the direct contact with students and know that they really benefit from hearing what it’s like to be a patient. I feel it has turned a negative into a really positive part of my life. My involvement has helped my mental health and enables me to use skills that would otherwise be wasted.
Debbie
Through PIER, I have a unique opportunity to have my voice heard within the Social Work profession and to influence future social work practice. Being listened to and understood without judgment has been a powerful validation of my experience and has made a significant impact on my search for closure. It’s an ongoing journey, my self-confidence is still quite fragile. I must keep my Imposter Syndrome in check, but I now have something to get up for in the morning.
Penny
I joined PIER a little over a year ago. It has been a pleasure to take part in a variety of PIER events, including the ‘Having A Voice’ course and taking part in workshops with undergraduates which impacts their perceptions about good care, and hopefully their future practice. There are also opportunities to meet other members, hear their powerful stories and feel part of diverse and interesting group of people. We are always welcomed and valued.
I joined PIER after having to give up my career as a nurse due to my health and mobility issues. I lost my confidence and felt very isolated. I was worried about joining, thinking I would let people down due to my pain and fatigue or having to cancel. I have been a member now for over 11 years, I enjoy having a voice in sharing my lived experience and shaping the next generation of health professionals as well as working alongside some great academics and professionals. It’s also had a positive effect my mental health.
Karen
At first I was worried about joining because this was a group within a Uni and I am not academic. That’s not what the PIER group are about and so I felt at ease soon after I joined. We are a diverse group who bring our experiences of life in/with services to help those who are learning. The PIER team are very approachable and accommodating, I have to have a gluten free diet and there are always GF bikkies to have with a cuppa!
Aiden
Early in 2023 I attended a research project at the university - “The impact on carers as a result of the cost-of-living crisis”. From this I decided to join PIER. It is rewarding to be engaged with the university. This enables me to share my experience as a carer. I have been involved in a range of education and research projects with PIER working with Social Work, Nursing and Paramedic students. Do consider offering your time and skills and join PIER.
Sarah
PIER provides me with an excellent opportunity to be directly involved with student education. I am able to use skills gained during my career as a Physiotherapist, alongside my life experience as a service user, to help students develop their skills and knowledge.
I have really enjoyed participating in the student communication workshops. These have enabled me to share my experiences of communication (both good and bad!) with students and facilitate practice of their communication skills prior to starting clinical placements.
Mandy
Frequently asked questions
Before you join or when you are very new to PIER, you will have questions, many of which will be answered in your initial conversation with a PIER officer. Here are some of the frequently asked questions.
• What do I have to offer PIER?
Your lived experience of using health and/or social care services, your knowledge and understanding of your or a loved one’s condition(s). Your unique insight and perspective will enhance students’ educational experience and be a crucial part of any research project.
• How much involvement will I be offered? Your involvement will depend on opportunities that arise which are relevant to your experience. We cannot guarantee any PIER member a defined amount of involvement in any one year so PIER activity should not be relied on as a regular source of income.
• How do you select PIER members for opportunities?
There are some opportunities where we will ask for specific people e.g if the session or research project requires the lived experience of poverty, parenting, cancer, MS or Parkinson’s. There will be other opportunities which will be sent out to the wider group inviting expressions of interest.
• Will I miss out if I need to cancel or can’t commit regularly?
We understand that things may happen, sometimes at short notice, that mean you can’t attend something. We ask, as far as possible, that you let us know (See section ‘Working together’). We know that many of you have busy lives and other commitments, so you are free to say ‘no’ to opportunities at any time.
• What support, training and encouragement is given?
At your initial meeting with a PIER Officer, you will be asked if there is anything we need to know or put in place to ensure that you feel safe and comfortable, both when you are in BU buildings or participating online.
For each activity there will be some preparation with a PIER Officer/Academic/Research team member to explain what you are being asked to do and why, so that you feel informed and prepared.
We regularly run a ‘Having a Voice’ in Research course for PIER members, to help people better understand the research process and consider how they can bring their lived experience to research bids/projects. We plan to run a similar course for education in the near future. These are co-designed and delivered with PIER members. Signing up for these courses is optional.
Following any activity, you will be offered time for a de-brief should you require this.
PIER members are well placed to provide support and encouragement to fellow PIER members. This can be informal or via our ‘Buddy system.’
• Will I be paid?
Yes - It is important to us in PIER that we always offer participation payments in acknowledgment of your contribution to PIER activity.
Payments for Education Activities
Our current participation payment rates for Education activities are £15, £45 or £90 depending on the nature of the activity. We will always be clear in advance, what rate is being offered for an activity you are being asked to participate in, so you can make decisions about whether to participate, how often to participate or whether or not to accept payments, based on your individual circumstances.
For transparency, we have identified the types of activity that may typically attract the different levels of payment. These take into account the preparation required, activity level, as well as the time involved. This is not a complete list as we engage in so many different types of activity but will give an indication. What is most important is that you are given the payment rate ahead of an opportunity so you can decide whether to accept or not.
£15 rate. Typically, this is to cover short meetings (perhaps up to 90 minutes), either online or in-person which take little preparation before and after but acknowledge the time and commitment involved.
£45 rate. Typically, this will be either for a longer meeting or a session involving direct contact with students. It is likely to involve some preparation before and a de-brief after. It may include giving a talk to students, assessing presentations or facilitating a group. Typically, it would be for half a day.
£90 rate. Typically, this is for a more substantial activity that takes into account a preparation meeting before and a de-brief meeting after. It may include facilitating a workshop or session with students or multiple groups of students; and is more likely to be for a whole day.
Payment for research Activity
For participation in research we are typically guided by the national rates suggested by NIHR (National Institute for Health & Care Research). These are currently £12.50, £25, £50, £75, £150, £300. For further information please see https://www.nihr.ac.uk/payment-guidance-memberspublic-considering-involvement-research
BU participation payment policy for involvement in research (and education)
PIER and BU responsibilities
When you receive an invitation to take part in PIER activities with BU, the PIER Officer will always advise you that there is a payment to acknowledge your participation. All PIER activities are voluntary and when you are offered an opportunity to participate you are free to accept or refuse that opportunity. You can also accept payment for that opportunity or decide, for whatever reason, that you do not wish to accept the payment. You can discuss this with the PIER Officer concerned at any time.
The PIER officer who offers the opportunity to you will be responsible for sending claim sheets for payment to you to sign, to verify your participation following the activity. Any conversation about the level of the payment or of its timing should be addressed through the PIER Officer.
Because HMRC (who deal with tax) have recently reviewed their guidance on what universities like BU need to record regarding participation payments made to PIER members and when BU needs to tell them that it has paid you, BU have created a policy which is available on request.
It means that BU will tell HMRC when a PIER member has been paid £1000 in any tax year, when a PIER member has participated in 5 sessions in a term or when a PIER member has participated in 15 paid sessions in an academic year.
When you reach the threshold, it is important to know that you have 3 options:
1. Continue participating with PIER activities and pay tax
2. Continue participating with PIER activities and not receive any payment. (You can still receive expenses payments)
3. Pause your PIER involvement until the next semester/ academic year begins and you are again below the threshold.
You may also need to contact the Department for Work and Pensions (DWP) if you claim benefits, as these may or may not be affected by any payment you receive. This will depend on your individual circumstances and BU cannot give direct advice on tax or benefits.
Receiving payments or notifying HMRC does not mean you will automatically pay tax on this money from BU. It means BU must fulfil their obligation to report it. HMRC will consider whether you need to pay tax and you will need to discuss that with them if you have any questions.
You will not be regarded by the university as an employee so no tax will be deducted at source and you will receive no formal record of payments made to you, for example
you will not receive a P60 as you might in employment, since participation in PIER activities is voluntary. This is why we advise that you keep accurate records of all money received from BU for PIER activities (and other research or education work for other bodies as well) so you can keep track. You are, however, welcome to request a summary of all payments from BU should you need it. The PIER officers can request this from our Finance team on your behalf.
All payments for PIER members involved in PIER activities will be by BACS payments payable into your nominated bank account. For some research activities, payment is offered as vouchers.
PIER (or the University) cannot be responsible for advising you on your tax liability or the effect of any money paid to you on your benefits. However, you can ask for advice from a number of organisations, including:
If you accept payment for participating in PIER activities, and are someone who is required to submit a tax return, it is your responsibility to declare it as income on your Tax Self-Assessment as you would any other income.
Helpful tip
Long-standing members of PIER have found that keeping a record of requests that they have accepted, sessions in which they have taken part, receipt of claim sheets and dates they are returned, and dates payments are received can be very useful. (See below for an example of how one member does this). This can be useful when you assess what you need to record and declare to HMRC and/or DWP as money is received. It may also be useful to record separately any travel expenses you receive.
This is the form you will receive after any activity. You are required to check the details, sign [type your name] and date the form and return it to the PIER officer co-ordinating the activity.
Order Number
This form must have supporting documentation attached.
REQUESTED BY (Block capitals please)
PAGET
REASON FOR PAYMENT
REQUISITION REQUEST Faculty / Professional Service Use only
Please note : This form should be used for Prepayments, Student Re-imbursements other than student exps, Donations etc. Every effort should be made to raise an official order to the supplier or to establish whether the supplier can accept a VISA payment using your Company VISA Card (within your agreed value/commodity grouping) Signature of Claimant:
Working together
PIER has become what is it today by everyone involved, working together. This means that we all play our part. As a PIER member, what can you expect from PIER officers and BU academics? As a PIER member, what do we expect from you?
Expectations of PIER members
After your initial conversation with a PIER Officer, we ask that you complete a New Member’s registration form asking you:
• To tell us about your lived experiences that you are willing to share with students and/or bring to a research project
• Share with us any information that would be helpful for us to ensure your safety whilst undertaking activities at BU
• Provide an ICE (In Case of Emergency) number if you wish to. This is so that in the event of you becoming unwell we know who you would like us to contact for you.
We encourage PIER members to read and sign the EDI (Equality & Diversity) statement before commencing any PIER activities. As a BU PIER member, you are part of our community. This statement outlines what you can expect from an equitable, diverse and inclusive community and the expectations of you as a BU PIER member, to contribute to this. As a BU PIER member you are encouraged to sign up to this statement to show your commitment to equality, diversity and inclusion and your understanding of what this means when you are volunteering for BU PIER and undertaking BU PIER activities.
What you can expect from PIER Officers
• Meet new members in person/online to get to know you and to go through the registration form
• Provide Request forms for education activities with at least two weeks’ notice, giving all the necessary details and requirements of your involvement
• Be available for questions and queries before, during and after all activities. There is no such thing as a silly question
• To work in partnership with academics to provide a space that feels welcoming and safe for PIER members’ involvement whether in-person or online
• To clearly state the start time, end time, and the payment details offered for any involvement when sharing the initial opportunity
• To ensure that the time, activity and payment boundaries agreed before an activity are adhered to.
• Arrange a planning and preparation meeting or conversation with the academic/researcher if needed
• Book parking and notify as soon as possible, providing maps/instructions where needed
• Communicate with group members using their preferred method of communication, as stated on the registration form
• Meet people coming in to do an activity, take them to the room etc. For some activities PIER Officers will remain with PIER members for the duration of the session
• Provide the opportunity for a de-brief after the session
• Collect feedback from PIER members and share with academics to aid future planning
• Collate any student feedback and aim to send to PIER members within a week of the activity
• Send out payment forms for signing within a week of the activity taking place
• Organise bi-annual PIER meetings
• Offer mentors/buddies for new members.
What you can expect from Academics
• Invite PIER Officers to at least one programme team meeting a year to review PIER input and aid future planning in the curriculum
• Collaborate with PIER officers ahead of the academic year to plan education involvement activities. Give PIER Officers at least three weeks’ notice for any additional educational activities
• Fill in the participation request form (for Education) https://www.bournemouth.ac.uk/booking-form clearly stating the requirement, context and Intended Learning Outcomes (ILOs) for the particular unit of learning or scan the QR code
What are the areas of involvement?
As a PIER member there is a wide range of activities you could be involved in.
Sharing stories
Facilitating small student groups
Reviewing research funding applications
Co-delivering workshops and lectures
Role plays and conversations
Creating digital resources
BU Marketing films
• Be willing to meet with the PIER members in advance of the session, should this be needed; for preparation and co-design purposes
• Consider planning sessions with PIER members and partners
• Be present for the duration of the session for the following reasons:
• To make links with the lived experience and theoretical aspects
• To ensure the well-being of the PIER member and students in the activity
• Health and safety
• Assist in gathering feedback from students on PIER sessions
• To be knowledgeable of BU policies/procedures regarding the welfare of students and visitors
• To work in partnership with PIER officers to co-facilitate workshops to inform research ideas and design
• To give feedback to PIER members and PIER officers involved, on the progress and development of the research projects they supported
• Demonstrate that PIER members’ contributions and perspectives are valued
• Enable PIER members to feel they always have a choice, as to what, when and how they can contribute, and that they feel they can withdraw at any time.
OSCEs (Objective Structured Clinical Exams)
Training sessions
Revalidation advisory groups
Practice portfolio reading
Communication skills sessions
Community placements
Assessing practice presentations
Co-applicants on research bids
Co-designing and delivering public involvement courses
Writing book chapters
Reviewing special issue journal submissions
Co-authoring journal papers
Presenting at conferences
Getting involved in educational activities
The usual starting point is for a PIER officer to receive a ‘Request form’ from an academic. This then starts a conversation where we can co-design an activity. Here is an example.
Public Involvement in Education and Research Partnership
PIER member request form
This form is for members of academic staff to request the involvement of PIER members to contribute to their programme.
Requirement
(as much detail as possible. What experience does the person need to have, and what do you want them to do? Will it be the whole group/small groups, etc?)
A group work for the 1st year ODP (Operating Department Practice) students where they will be able to speak to people with life limiting illness or conditions, physical disabilities, substance misuse which affect their daily lives.
The idea is to hear service user stories and ask questions with regards to their daily lives and hospital admissions if any. A discussion would then be initiated on how the students/practitioners could facilitate a more centred/individualised care when in practice.
2 service users with different backgrounds (cancer, multiple sclerosis, chronic obstructive pulmonary disease, amputee, etc) and the group would be divided in 2
45 minutes each with a 15-minute break between groups (20/30 minutes talk followed by Q&A)
Unit of Learning Surgical Placement
Purpose
What is the context of this session?
What are the Intended Learning Outcomes?
Venue
Full address
-Enable the students to reflect on their practice from a perspective beyond professional knowledge, challenging their stereotypes/assumptions of service users.
Help the students to see and respect diversity, improving their communication skills and empathy.
Help the students to develop their own professional identity, determining their actions and clinical judgement in relation to individualised care.
Bournemouth Gateway Building St. Paul’s Lane Bournemouth BH8 8GP Room BG108
Date & Time 4th June 2024, 1pm-4pm
Co-ordinator contact Peter Atkins patkins@bournemouth.ac.uk Tel: 07806 774858
Academic Lead Emil Siwadi esiwadi@bournemouth.ac.uk
Student year group 1st
Additional information
Number of students 26
Getting involved in teaching and learning activities
Getting involved in research
The usual starting point is for a PIER officer to receive a request from an academic for an informal meeting about their research idea and how they can involve people with relevant lived experience in the design of the project.
This then starts a conversation where together the academic researcher and PIER officer clarify the purpose of the public involvement. With the clear purpose for meaningful public involvement agreed, we identify what lived experience expertise would be important to involve, to inform and influence the research. We then co-design an opportunity and share this with all PIER members via the membership email. PIER members can then decide if they are interested in and have the required lived experience to be eligible to take part and decide whether to express an interest. For any activities taking place in the Bournemouth Gateway Building we can request a parking space for you which will be confirmed via e-mail in advance of your visit.
Here is an example of an opportunity shared with PIER members:
Dear PIER members,
Please see below an opportunity to inform the design of a research project before it is submitted to be considered for funding.
COMPASS Tool: Are digital health apps for everyone?
Designing, developing and testing a digital health app support tool.
This workshop is to gather opinions on:
1. The need for a health app digital tool to support people to have the right balance of digital, and face to face health support (people with COPD - lung condition in the first instance)
2. The methods for designing the tool and what the tool should look like
3. Who might like to be involved in the project if the funding application is successful.
The aim of the project is to support people with long term lung conditions (COPD) to have the right mediums for their health information (paper, digital, face to face).
This workshop is to gather opinions before a grant submission to the National Institute for Health and social care Research (NIHR). Kate Jupp will be co-facilitating the workshop with the researcher Lindsay Welch. Lindsay is Associate Professor in Nursing Practice at BU and the project lead.
Experience required to take part:
• Diagnosis of COPD or a long term respiratory condition
• Use of health services
• Some digital tools use experience.
Online workshop (up to 12 attendees) 10-11.30am, 27th August 2024
£25 Amazon Voucher for taking part
Experience required to take part:
• Diagnosis of COPD or a long term respiratory condition
• Use of health services
• Some digital tools use experience
If you are interested in taking part, please send Lindsay welchl@bournemouth.ac.uk a brief response to the following questions:
1. What has been your experience of using digital tools (apps) to manage your health?
2. What are your experiences of health appointments for your COPD?
3. Have you been offered digital tools or online support to manage your COPD or your general health?
If you have any questions or queries do just ask me.
Getting involved in research activities
Academic researcher makes initial request to PIER O cer.
PIER O cer shares opportunity with whole PIER membership and (where appropriate) with VOICE global.
PIER member expresses an interest to researcher if they have relevant lived experience expertise, are available and would like to take part.
Researcher informs PIER member if they have been selected to take part and confirms details of first activity.
Parking at Bournemouth Gateway Building
Parking
The parking spaces are at the side and the front of the Bournemouth Gateway Building. If you are a Blue Badge holder there are a number of disabled bays for you to use.
Should the car park be full, alternative parking can be booked at the Executive Business Centre.
Facilities in Bournemouth Gateway Building
The building opened in 2020 and provides a light and modern environment for all who use it.
Cafe `
There is a café on the ground floor.
Toilets
The toilets are all gender neutral in single cubicles and there are accessible toilets on every floor.
Casual seating areas
There are also more formal meeting areas.
Changing places
Bournemouth Gateway Building also has a Changing Places room which is available for the public to use.
Learning environments
There are a variety of learning environments for teaching and practical skills.
Classroom
Hospital ward
Ambulance
Operating theatre
Library
Lecture theatre
Useful information
Online contact
There are a number of activities that may take place online. These include research meetings where people attend from a wide geographical area, preparation sessions for face to face teaching, online teaching sessions for large cohorts of students and the option to attend a bi-annual PIER meeting.
Your safety on campus
Most of the activities with students will take place at the Lansdowne Campus, view the campus map at https:// www.bournemouth.ac.uk/lansdowne-campus
To ensure your safety and well-being at all times whilst on university premises, please be aware of the following:
• Smoking Smoking is prohibited in all Bournemouth University buildings.
Smoking is also prohibited at entrances to university buildings and within 5m of university buildings. This is to prevent smoke from entering buildings via doorways or windows and to ensure it is not a hazard to those entering buildings.
Smoking is not permitted within any vehicles owned or operated by the University. Smoking is also not permitted in any public area which is substantially enclosed (an example being a bus shelter).
This also applies to the use of electronic cigarettes
The use of electronic cigarettes is prohibited wherever smoking is prohibited.
• Fire
At the beginning of a session, you will be informed of where the nearest fire exit is. Each building on campus conducts a scheduled fire alarm test once a week. You will be told if this will happen on the day you are on campus. In the event of fire, you are required to do the following:
When the fire alarm sounds, leave the building by the nearest exit
• Do not use any lift
• Go quickly to your nearest assembly point. These are noted on the Fire Routine Notices displayed around the campus and are a safe distance from buildings. Do not remain near the building or block entrances or approaches to buildings: this may delay fire brigade access
• Obey instructions issued by both the Fire Wardens and Fire Marshal
• Do not re-enter the building until told to do so by the Fire Marshal.
• Disabled evacuation
The university has now installed REFUGES in strategic positions throughout each multi-storey building. If you have a disability and are not able to exit the building via the stairs, you will be shown the REFUGE nearest to the room you will be in. These refuges are designed to be a temporary place of safety for a person with a disability to wait until assistance arrives.
Two-way communications are provided in the refuges which allow anyone in the refuge direct voice contact with the local reception or the Fire Marshal. Each refuge has also been given a position code, enabling the Fire Marshal to identify the refuge in use.
The university have installed Evacuation Chairs, again in strategic positions, (not necessarily in refuges). When a refuge is in use, a trained operator will be sent to the refuge with an evacuation chair and will wait with the occupant until the emergency is over.
If it becomes necessary to evacuate the refuge, the Evacuation Chair can be easily and safely utilised. This procedure applies only to those individuals located on upper floors when an evacuation warning sounds. Those on the ground floor should leave the building using a safe exit.
N.B. If you have a disability and are concerned about what will happen to you, in terms of evacuating the building in the event of a fire, please arrange to speak to one of the PIER Officers.
• Medical emergency
If you have an accident or are taken ill whilst on Bournemouth University premises, the member of staff with you will call for the assistance of a First Aider. If the injury is serious, they will call our (internal) emergency number 222, (or 01202 962222, if calling from a mobile) which will go through to central reception, who are best placed to co-ordinate a response.
If you need be taken to hospital, we will call the person whom you have stated on your Registration Form as your ICE number (in case of emergency) to let them know what has happened.
• Risk assessment
For all of our activities we are required to carry out a risk assessment. Risk assessments are used to reduce the number and severity of accidents by assessing the risks beforehand and introducing appropriate prevention measures.
A risk assessment is nothing more than a careful examination of what, in our work, could cause harm to people so that we can weigh up whether we have taken enough precautions or should do more to prevent harm. The aim is to make sure that no one gets hurt or becomes ill due to work activities.
Risk assessments are carried out using Bournemouth University’s General Risk Assessment Form. A copy of this can be seen on request.
