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Connect for change: an update on learning disability services in England
- Author:
- ROYAL COLLEGE OF NURSING
- Publisher:
- Royal College of Nursing
- Publication year:
- 2016
- Pagination:
- 24
- Place of publication:
- London
This report looks at the steps that need to be taken to develop the learning disability nursing workforce and improve community learning disability services in order to deliver the government policy 'Transforming care', and move the care of people with learning disabilities from hospitals into the community. The report highlights the disconnect between workforce planning and service design, and the reduction and devaluing of the learning disability workforce. It presents data to show that there is still a 'revolving door' with people with learning disabilities continuing to be admitted into inpatient services, often due to the inability to access the right care and support to help people to live independently. It also looks at the current state of the workforce in terms of staffing levels, numbers, skill mix and projections for the future workforce. A number of recommendations are presented in relation to workforce and service development to address the issues raised in the report. These include a long-term workforce strategy that connects workforce planning to the transformation and delivery of services for children and adults with learning disabilities; ensuring that quality community services are commissioned to support the appropriate transition of people from inpatient care to living more independently in the community; establishing long-term commissioning arrangements of community services to protect children and adults who rely on vital services in the community; and for positive behaviour support to be embedded across organisations and training. (Edited publisher abstract)
A pilot project: evaluating community nurses' knowledge and understanding of the Adult Support and Protection (Scotland) Act 2007
- Authors:
- CAMPBELL Martin, CHAMBERLIN Dionne
- Journal article citation:
- Journal of Adult Protection, 14(4), 2012, pp.188-196.
- Publisher:
- Emerald
The Adult Support and Protection (Scotland) Act 2007 was introduced by the Scottish Government to organise a more coordinated approach to supporting and protecting adults who may be at risk of harm or neglect. Community nurses working in learning disabilities services are in a prime position to implement adult protection. The aim of this study was to evaluate understanding and knowledge of the Adult Support and Protection (Scotland) Act 2007 in community nurses working in learning disability services in Scotland. The participants were 10 community nurses who worked in learning disability services in one NHS area who had previously received varying levels of training. The participants completed a questionnaire at 2 time points, 4 months apart. The questionnaire aimed to test understanding of: principles of the Act and definitions; adults at risk of harm; and protection, assessment, removal and banning orders. The questionnaire scores varied widely overall and across the 3 domains. There was no correlation between individual scores and training or length of work experience. The level of knowledge was below what might have been expected for this group, given the level of training and experience.
Frontline care in Irish intellectual disability services: the contribution of nurses and non-nurse care staff
- Authors:
- SHEERIN Fintan K., McCONKEY Roy
- Journal article citation:
- Journal of Intellectual Disabilities, 12(2), June 2008, pp.127-141.
- Publisher:
- Sage
- Place of publication:
- London
The ongoing development of generic intellectual disability services in Ireland, driven by a policy of inclusion and normalization, has posed significant challenges to the interdisciplinary team, with the creation of new frontline carer roles not linked to any particular profession. It is within this context that attention has been focused on the appropriateness of nursing to frontline caring in intellectual disability service provision. The separation of caring and nursing posts that is now evident within many residential services suggests that decisions have already been made regarding the appropriateness of nursing within particular settings. These decisions have, however, been made in the absence of any real attempt to delineate the contribution of nursing to frontline caring in Ireland. This study is the first of its type in Ireland and seeks to set out the unique interventional contribution of nursing and non-nurse caring within frontline intellectual disability services.
Barriers and facilitators in supporting people with intellectual disability to report sexual violence: perspectives of Australian disability and mainstream support providers
- Authors:
- FRASER-BARBOUR Ellen Frances, et al
- Journal article citation:
- Journal of Adult Protection, 20(1), 2018, pp.5-16.
- Publisher:
- Emerald
Purpose: Evidence from Australia and worldwide has highlighted the ongoing marginalisation, discrimination, abuse, violence and neglect of people with disability. One of the main areas of concern is that despite such evidence there remain fundamental barriers for people with disability to report violence and/or access supports. Significantly few studies have canvased the perspectives of people with intellectual disability (ID), family members or disability service providers. Accordingly as a first step, the purpose of this paper is to explore the perceptions of disability and violence-response professionals’ regarding the barriers and facilitators of effective support for people with ID reporting sexual violence and accessing mainstream supports. Design/methodology/approach: A qualitative research design informed the basis of this study. Semi-structured interviews were conducted with seven participants who held roles within disability services and mainstream violence response. Interviews were recorded and transcribed. These transcripts were then analysed individually using a combination of thematic analysis and discourse analysis to bring to light the social and material structures within service systems in terms of how they disempower or empower supports for people with ID. Findings: Participants from both services reported that professionals (particularly those outside the disability sector) lacked awareness of practical ways in which they could support people with ID to report and access services outside of disability-specific services. Participants also felt the capacity for people with ID to have a voice about what happens in the “aftermath” of reporting sexual violence was rarely acknowledged. Participants called for education and development of resources which could guide professional practice across disability and wider violence-response services. Participants saw investment in building interagency relationships across sectors as key to supporting the citizenship of people with ID. Originality/value: This study suggests that there is a strong need for better community engagement and understanding of the multi-faceted issues surrounding responses to violence concerning people with ID. The findings of this study also outline implications for practice and policy which may be of interest to professionals both within disability and wider violence-response sectors in Australia and internationally. (Publisher abstract)