NHS Blood and Transplant
Neurodiversity Global
← All scenarios

Scenario 01

The learner who understands the process but cannot access the SOP quickly enough

Reading load, working memory and SOP access during simulation

Persona

Name
Marcus Green
Age
31
Role
Learner in donor care training
Disclosure
Marcus disclosed dyslexia on his learning preferences form. He wrote that he learns best through demonstration and verbal explanation, and finds dense written material difficult under time pressure.
Context
Confident in practical tasks. Asks sensible questions and can explain the purpose of key steps verbally. Struggles when expected to read, listen, locate information and perform a task at the same time.
Record
Has passed knowledge checks verbally. The current SOP pack is 24 pages, black text on white paper. The required step for this simulation is on page 11, and the supporting data sheet must be checked before moving to the next stage.

Scenario

Marcus is preparing for a simulation where learners must follow a quality-critical sequence and check the data sheet at the correct point. He has the SOP open in front of him, but the pack is dense and he loses his place when the trainer is speaking at the same time. He can explain the step verbally when asked directly. During the live simulation, he misses the point where the data sheet should be checked. The information was available on page 11. The trainer says: "It is all there. You just need to follow the SOP." Marcus replies:

"I am trying to follow it. I just cannot find the right bit quickly enough while I'm listening and doing."

What happened after

Later, the trainer tells the manager: "I'm not sure he is safe to progress. He missed a check." Marcus tells the manager: "I understand the process. When I'm reading, listening and doing at the same time, I lose where I am." The manager has to decide whether to pause progression, adapt the learning route, or both.

Now, in your groups

Discuss in your group

  1. 01

    What is the visible performance concern?

  2. 02

    What might dyslexia be affecting in this situation?

  3. 03

    What part of the standard cannot move?

  4. 04

    What could change about the task, materials or support route?

  5. 05

    What should the manager decide about progression?

Stretch the discussion

What if there was no disclosure?

If Marcus had not disclosed dyslexia, what would you still notice? He explains the process well verbally, performs better after demonstration, loses his place in dense text, and missed a check that was on the page. What questions could you ask about access and format without asking for a diagnosis?

Capture your thinking

Group output

Use this to note what your group lands on. One person can capture for the share-back, then save to send it to the facilitator review.