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Dr Tulp attends the soft machine: patient simulators, user involvement and intellectual disability
- Authors:
- McCLIMENS Alex, LEWIS Robin, BREWSTER Jacqui
- Journal article citation:
- Journal of Intellectual Disabilities, 16(3), September 2012, pp.173-182.
- Publisher:
- Sage
- Place of publication:
- London
Simulation may be seen as an effective educational strategy to address the growing moral and ethical issues around ‘practising’ on human patients. Patient simulators are very useful when the student learner needs to practise invasive techniques on an unconscious patient. Simulation works much less well where the technology is unable to replicate the ‘bio-fidelity’ associated with real life situations. For example, the utility of simulation models rapidly diminishes when the patient is conscious and has communication difficulties, and when the clinical interventions are more ‘social’ in nature. The article argues that patient simulation is of limited use for some patient populations such as people with intellectual disability and with a wide range of impairment, communication and mobility issues. Students must be able to see beyond the equipment and connect their learning to actual human beings.
Commentary on “Human rights training: impact on attitudes and knowledge”
- Author:
- KIDD Jo
- Journal article citation:
- Tizard Learning Disability Review, 17(2), 2012, pp.88-91.
- Publisher:
- Emerald
This paper seeks to provide a commentary on the previous paper by Michelle Redman et al in this journal issue. Redman investigated the impact of a particular approach to human rights training on the knowledge and attitudes of a group of support staff in the health service. The results suggested that this training had a significant effect on knowledge about human rights but very little effect on attitudes towards human rights. This commentary poses the question as to whether human rights training can have an effect on attitudes towards human rights and, if so, which approach is the most effective. It outlines the distinction between 2 different types of approach to human rights training: one that assumes that the concept of human rights already runs through the work of public service providers; and the other that suggests that human rights training should challenge pre-existing beliefs and assumptions. The commentary suggests that the second of these approaches, the ‘activist’ approach, would go further towards winning hearts and minds. Suggestions on the kind of training needed to change people’s attitudes are provided, and underline the importance of the need for people with learning disabilities to have the space to tell their own stories.
Empowerment training and direct support professionals’ attitudes about individuals with intellectual disabilities
- Authors:
- FLATT-FULTZ Elizabeth, PHILLIPS Lindsay A.
- Journal article citation:
- Journal of Intellectual Disabilities, 16(2), June 2012, pp.119-125.
- Publisher:
- Sage
- Place of publication:
- London
This study investigated whether viewing a training video on empowerment of individuals with an intellectual and developmental disability would change the attitudes of direct support professionals (DSPs). Participants were 43 DSPs from a human service provider in south-eastern Pennsylvania, United States, whose clients included individuals with intellectual and developmental disabilities. A control group completed the Community Living Attitude Scale (CLAS–MR) without viewing a training video on empowerment until after CLAS–MR completion. The experimental group viewed the video on empowerment and then completed the CLAS–MR. Findings revealed that DSPs who viewed the video prior to CLAS–MR had more empowering attitudes towards individuals with intellectual and developmental disabilities compared to the control group. The authors concluded that it was beneficial for professionals to be trained in empowerment skills. Implications for future research are discussed.
Carer participation: training for people with intellectual disabilities in a Chinese society
- Authors:
- WONG Gary C. T., CHAN Zenobia C. Y.
- Journal article citation:
- Journal of Family Social Work, 15(2), March 2012, pp.157-167.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In order to achieve independence, people with intellectual disabilities often require training. Carers are important partners in the process. Previous studies have shown that carers are able to motivate family members with intellectual disabilities to participate in training. Also, these family members may often serve as co-trainers. To increase carers' participation, it is necessary to empower them with training techniques and develop strategies in order to help. This study investigated the effects of carer support to enhance training quality of daily living skills for their family member with intellectual disabilities, through the use of care case studies, in the context of families living in Hong Kong. Three cases are analysed to illustrate various modes of carer participation. The case studies suggested that carers were able to increase training effectiveness as they were in a position to motivate people with intellectual disabilities to participate in training, particularly in the home environment.
Changes in attributions as a consequence of training for challenging and complex behaviour for carers of people with learning disabilities: a systematic review
- Authors:
- WILLIAMS Sophie, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(3), May 2012, pp.203-216.
- Publisher:
- Wiley
The overall aim of this paper was to critically review studies of staff training in challenging behaviour, which included the measurement of staff beliefs about challenging behaviour. It had three specific objectives: to review the main constructs and measures that were used to identify the theoretical assumptions that underpinned them; to discover whether carers’ beliefs were changed as a result of training; and to make suggestions on further work focusing on staff cognitive change in challenging behaviour training. Papers were included if they reported outcomes for carer training on the behaviour of people with intellectual disabilities and used a measure of carer attribution of the behaviour of people with intellectual disabilities. Eleven papers were reviewed, most studies using behavioural curricula for their training, and none explicitly set out to change attributions. Eight of the 11 papers reviewed reported changes in attribution although core characteristics of training did not distinguish those papers that reported such changes and those that did not. The authors conclude that changes in beliefs and attributions occur even though these are not identified as a focus within the training provided. They suggest that the formulation processes involved in behavioural training may play a key part in changing attributions as a consequence of this training.
Human rights training: impact on attitudes and knowledge
- Authors:
- REDMAN Michelle, et al
- Journal article citation:
- Tizard Learning Disability Review, 17(2), 2012, pp.80-87.
- Publisher:
- Emerald
People with learning disabilities are particularly vulnerable to victimisation and discrimination. There is therefore a clear need for human rights education for both staff working with people with learning disabilities and people with learning disabilities. The aim of this paper is to examine factors contributing to effective human rights training for staff. A study sought to investigate the impact of human rights awareness training (HRAT) on healthcare staff’s knowledge and attitudes towards human rights. A total of 23 support staff in an NHS learning disability service were given HRAT. The participants completed a ‘human rights based approach knowledge quiz’ and an ‘attitudes to human rights questionnaire’ before and after training. The results indicated that HRAT had a significant effect on human rights knowledge scores; however, it did not create a significant effect on attitudes towards human rights. Future training would benefit from a greater focus on psychological theories of attitudes and behaviour. This may help to facilitate development of positive attitudes towards human rights. Training models with a greater emphasis on staff's emotional responses, defences and the impact of organisational culture may allow a deeper understanding of the complexities of delivering effective human rights training.
Administration of emergency antiepileptics in staffed care homes for people with intellectual disabilities in High Wycombe: survey of staff training status
- Authors:
- DEEPAK Sharada, OBE Elizabeth, ATTAVAR Rajinish
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(1), 2012, pp.41-46.
- Publisher:
- Emerald
Management of seizures in people with intellectual disabilities and epilepsy can be challenging. Although there are clear guidelines, implementing them in the community, especially in the non-health sector setting, raises the issue of training staff in the administration of emergency antiepileptic medication. This study looked at the training status of staff in care homes for people with intellectual disabilities managed by the non-health sector in High Wycombe, with regard to administering emergency antiepileptic medication. The aim was to identify training needs. A short semi-structured questionnaire was designed and administered over the telephone to the managers of these care homes. Less than half of the care homes had staff trained to administer emergency antiepileptic medication. The commonest reason cited was their policy of admitting only patients with well controlled seizures. The survey highlights the practical difficulties arising in the implementation of national and trust level healthcare policies in the community.
Almost invisible – providing subtle support in community settings
- Authors:
- BATES Peter, et al
- Journal article citation:
- Tizard Learning Disability Review, 17(4), 2012, pp.156-162.
- Publisher:
- Emerald
For some people, their only opportunity to connect with the community occurs when staff accompany them. However, subtle support that allows a person to become more independent, less reliant on services, and more socially included is a complex business. This article aims to investigate some of the pitfalls and potential of supporting people on a one-to-one basis in their community in order to stimulate improvements in practice. It discusses a range of situations via several vignettes and draws advice out of these for support workers and their managers. Staff are encouraged to plan carefully so that they can hold back from doing too much for the person, engage as full participants rather than passive bystanders, and seek opportunities for the person to develop informal connections in the community. Managers are encouraged to develop risk management systems that promote contact with ordinary citizens and a culture of community participation through training and mentoring support staff. In order to overcome the many pitfalls of supporting someone in the community, staff need training, time to discuss their experiences, and recognition that it is an ongoing challenge with no easy solutions.
Commentary on “Almost invisible – providing subtle support in community settings”
- Author:
- JONES Edwin
- Journal article citation:
- Tizard Learning Disability Review, 17(4), 2012, pp.163-168.
- Publisher:
- Emerald
This paper provides a commentary on Bates et al.'s paper (ipid, pp.156-162) which discusses the importance of subtle support and some of the pitfalls and potential of supporting people with learning disabilities on a one to one basis in their community. This paper reflects on the account, making some points to stimulate further contributions to the debate. It argues that subtle support is important, but it is necessary to be clearer about what it entails. In particular, the paper focuses on support for people with more severe intellectual impairments who sometimes have challenging behaviour. These people are most in need of support but may be less likely to get it. The paper concludes by discussing the need for staff training in positive interaction in order to enable workers to provide active, but also subtle, support.
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.