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A helping hand
- Author:
- PENFOLD Julie
- Journal article citation:
- Learning Disability Today, December 2012, pp.12-13.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Inequalities in the standard of healthcare for people with learning disabilities (LD) has been an issue in hospitals for some time, but hospitals in West Sussex are addressing this with recent developments. For example, a computer-based tracking system enables patients with LD to receive specialist support based on their care needs – when a person with LD arrives at the hospital, they are immediately flagged on the system to alert a team of specialist nurses. Additionally, a six page ‘passport’ provides essential information about the person with LD, usually completed by the patient’s carer, and advises hospital staff on all matters regarding the persons health.
Intellectual disability nursing in Ireland: identifying its development and future
- Authors:
- DOODY Owen, SLEVIN Eamonn, TAGGART Laurence
- Journal article citation:
- Journal of Intellectual Disabilities, 16(1), March 2012, pp.7-16.
- Publisher:
- Sage
- Place of publication:
- London
Intellectual disability nursing is one of the smallest branches of nursing in Ireland. As the discipline of intellectual disability nursing is unique to Ireland and the United Kingdom, there is a responsibility on intellectual disability nurses to identify their unique identity and their responses to the demands of changing services. Since its inception as an individual nursing profession in 1959 in Ireland, both education and service provision philosophies have changed over time. These changes have been in response to national and international reports and changing attitudes. The history of the care of persons with an intellectual disability in Ireland was originally one of institutional care and segregation from the community, but in the 1980s a social model of care began to be implemented. Intellectual disability nurse education in Ireland is currently a 4-year undergraduate course. Over the years, the discipline has been subject to much debate, relating to the nature of intellectual disability nursing and the knowledge, skills and role of nurses working in this area. This article traces the development of intellectual disability nursing in Ireland, identifying its educational development, service changes and future position.
Bridging the gap
- Author:
- CASTLES Amy
- Journal article citation:
- Learning Disability Today, December 2012, pp.14-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Since learning disability liaison nurse posts where first created 10 years ago, there has been little research to evaluate their effectiveness. This article presents findings from an evaluation of 36 stakeholders in the Queen Alexandra Hospital in Portsmouth. The study explored whether the liaison nursing services was improving the acute hospital experience of people with learning disabilities and their carers. Findings revealed that those who used the service understood the role of the liaison nurse, and felt it was a necessity in an acute hospital. All involved, including hospital staff felt that the liaison nurses had improved hospital services for people with learning disabilities and their carers, as well as improving the working experiences of hospital staff.
An exploration of community learning disability nurses’ therapeutic role
- Author:
- MARSHAM Marian
- Journal article citation:
- British Journal of Learning Disabilities, 40(3), September 2012, pp.236-244.
- Publisher:
- Wiley
The aim of this study was to explore the therapeutic role from the perspective of Community Learning Disability Nurses. The participants were 7 practicing Community Learning Disability Nurses with 2 or more years experience managing an adult caseload. Semi-structured interviews, based on Critical Incident Technique and descriptive phenomenological methodology were adopted to elicit data amenable to systematic content analysis. This resulted in the identification of 6 inductive categories: therapeutic optimism; maximising support networks; time as a therapeutic tool; creative communication; understanding learning disability; and initiating learning. Three deducted categories were also derived from relevant literature: nature of the events; outcomes of therapeutic role; and therapeutic relationship. The findings indicate that Community Learning Disability Nurses experience a multicomponent therapeutic role in with therapeutic relationship is key. A conceptual model is developed indicating the multicomponent and interconnected nature of the therapeutic role.
Strengthening the commitment: the report of the UK modernising learning disabilities nursing review
- Author:
- UK MODERNISING LEARNING DISABILITIES NURSING REVIEW. Co-production Steering Group
- Publisher:
- Scotland. Scottish Government
- Publication year:
- 2012
- Pagination:
- 76p.
- Place of publication:
- Edinburgh
There are approximately 1.5 million people in Britain living with learning disabilities, and the number is likely to grow by 14% per cent between 2001 and 2021. The UK Modernising Learning Disabilities Nursing Review wants to ensure that people with learning disabilities of all ages have access to the expert learning disabilities nursing they need. This report seeks to ensure that people with learning disabilities of all ages have access to expert Learning Disabilities Nurses and that their families and carers get the best support and care. It also seeks to make best use of Learning Disabilities Nurses throughout the entire health and social care system and improve the career image of learning disabilities nursing as a whole. It sets out a number of detailed recommendations for the 4 UK Governments aimed at strengthening the commitment to learning disabilities nursing across the public sector. Underlying the recommendations are 4 organising principles for supporting reform: strengthening capacity through developing the learning disabilities nursing workforce; strengthening capability to ensure a competent and flexible learning disabilities nursing workforce; strengthening quality and demonstrating quality outcomes; and strengthening and modernising the profession.
Workforce risks and opportunities: learning disability nurses: education commissioning risks summary from 2012
- Author:
- CENTRE FOR WORKFORCE INTELLIGENCE
- Publisher:
- Centre for Workforce Intelligence
- Publication year:
- 2012
- Pagination:
- 21p.
- Place of publication:
- London
This report describes the key issues facing the nursing profession for learning disability nurses over the next 3-5 years, including: considerations for future requirements; current and forecast supply; and a summary of national trends, regional variations and any associated risks. The aim of this work is to support local decisions on future education and training commissioning, made through consultation between the education and training commissioner and employers. This is one of 40 reports produced by the CfWI in 2012 detailing the education commissioning risks for 77 professions. The findings show that the demand for learning disability nurses is rising due to an improved survival rate into adulthood and greater life expectancy for people with learning disabilities. Despite the projected increase in demand, commissions for learning disability nursing courses are declining. Services are increasingly moving into the community, and also into the non-NHS sectors. The reduction in commissions for learning disability nursing courses may be a reflection of the shift out of the NHS into the non-NHS sectors. In order to meet demand in the future, commissioners and providers across the sectors will need to determine models of care.
Non-verbal communication between Registered Nurses Intellectual Disability and people with an intellectual disability: an exploratory study of the nurse’s experiences. Part 1
- Authors:
- MARTIN Anne-Marie, O'CONNOR-FENELON Maureen, LYONS Rosemary
- Journal article citation:
- Journal of Intellectual Disabilities, 16(1), March 2012, pp.61-75.
- Publisher:
- Sage
- Place of publication:
- London
This is the first of 2 articles presenting the findings of a qualitative study which set out to explore the experiences of Registered Nurses Intellectual Disability (RNIDs) in communicating with people with an intellectual disability who communicate non-verbally. Purposeful sampling was used to select 8 experienced intellectual disability nurses. Individual, in-depth, semi-structured interviews were conducted, and the transcripts sent to the participants for them to modify if wished. The article reports and critically discusses the findings in the context of the policy and service delivery discourses of person-centredness, inclusion, choice, and independence. The study highlights how the unique context, experience and skill of the RNID place them in an ideal situation to support people with an intellectual disability and communication impairment. Communication is both complicated and multifaceted. An overarching category of ‘familiarity/knowing the person’ encompasses discrete but related themes and subthemes that explain the process: the RNID knowing the service-user; the RNID/service-user relationship; and the value of experience. Although this process is challenging, the participants felt it was worthwhile to give time to developing this knowledge and familiarity.
A psychodynamic interpretation of staff accounts of working with people who have learning disabilities and complex needs
- Authors:
- STOREY Judith, COLLIS Mary-Ann, CLEGG Jennifer
- Journal article citation:
- British Journal of Learning Disabilities, 40(3), September 2012, pp.229-235.
- Publisher:
- Wiley
Staff working with patients who have learning disabilities and complex mental health needs may experience negative emotions towards the patients. The aim of this study was to examine whether a psychoanalytical analysis can help in the understanding of staff accounts of their work. Interviews were conducted with 8 staff (6 qualified nurses and 2 nursing assistants) working with people who have a learning disability and complex mental health needs. The interviews aimed to elicit the participant’s conscious and unconscious reactions to their work. The findings were analysed using the free association narrative interview approach. The participants reported that organisational factors such as not having enough permanent staff and having to manage a complex patient mix impacted upon their work. Participants’ unconscious communications were interpreted as evidence that they were experiencing projected anxiety from their patients. Participants did not appear to be given opportunities in work to reflect upon their emotions and often coped by repressing painful experiences or displacing these onto the organisation. The article concludes that staff would benefit from exploring their conscious and unconscious reactions to their patients.
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.