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Simulation training to support healthcare professionals to meet the health needs of people with intellectual disabilities
- Authors:
- BILLON Gregorie, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(5), 2016, pp.284-292.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to discuss the role of education and training in addressing health inequalities in intellectual disabilities, before examining innovative approaches to healthcare education. Preliminary findings of a simulation training course to support healthcare professionals to work with people with intellectual disability are then presented. Design/methodology/approach: This study employed a mixed methods design to assess the impact of the simulation course. Quantitative data were collected using the Healthcare Skills Questionnaire and a self-report confidence measure; qualitative data were collected using post-course survey with free text responses to open questions. Findings: Healthcare skills and confidence showed statistical improvements from pre- to post-course. Qualitative analyses demonstrated that participants perceived improvements to: attitudes, communication skills, reasonable adjustments, interprofessional and multi-disciplinary working, knowledge of key issues in working with people with intellectual disabilities. Practical implications: Encouraging findings imply that simulation training to address health inequalities in intellectual disabilities is a valuable resource that merits further development. This training should be rolled out more widely, along with ongoing longitudinal evaluation via robust methods to gauge the impact on participants, their workplaces, and people with intellectual disabilities. Originality/value: The authors believe this paper to be the first to assess an interprofessional, high-fidelity simulation course, using actors as simulated patients to address the mental and physical health needs of people with intellectual disabilities. The rigorous use of co-production and co-delivery, alongside promising findings for this training method, represent a useful contribution to the literature. (Publisher abstract)
Confidence of group home staff in supporting the health needs of older residents with intellectual disability
- Authors:
- WEBBER Ruth, BOWERS Barbara, BIGBY Christine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 41(2), 2016, pp.107-114.
- Publisher:
- Taylor and Francis
Background: Increased life expectancy for people with intellectual disability is accompanied by increased age-related health concerns. People ageing with intellectual disability experience more health conditions and are relocated to aged care earlier than their age peers. Method: Group home staff were surveyed about their (a) training and confidence in 11 health conditions and 7 health procedures, and (b) attitude to relocating residents with health needs to aged care. Results: Staff training in each of 10 health conditions and 7 health procedures was positively associated with increased confidence in supporting residents with those health issues. Higher staff confidence in caring for residents with 9 conditions and requiring 4 procedures was negatively associated with a likelihood of recommending that a person with those health needs should relocate to aged care. Conclusions: Targeted training of staff in age-related health issues may contribute to better health care and delay residents relocating to aged care. (Publisher abstract)
Health action planning and health facilitation for people with learning disabilities: good practice guidance
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2009
- Pagination:
- 72p.
- Place of publication:
- London
The purpose of this guidance is to describe and clarify good practice in health facilitation and health action planning and support localities to make progress on this and on reducing health inequalities experienced by people with learning disabilities. It builds on previous DH guidance and reflects the learning that has taken place since 2002 along with key recommendations of relevant recent reports and research. Short examples of good practice are included throughout.
The nature and extent of help given to women with intellectual disabilities to manage menstruation
- Authors:
- RODGERS Jackie, LIPSCOMBE Jo
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 30(1), March 2005, pp.45-52.
- Publisher:
- Taylor and Francis
Menstruation has been shown to be problematic for many women with intellectual disabilities. There has been a greater focus on menstrual suppression or elimination than on help and training to manage menstrual care successfully. A cross-sectional questionnaire survey was conducted in England to investigate the help and training currently given to women with intellectual disabilities. Results found 29 percent of the women had never been given the opportunity to learn how to manage their own menstrual care. Where someone had tried to teach the woman, this was most often her mother. Carers were giving considerable amounts of assistance with menstrual care, although some of the women with more profound disabilities were able to manage menstrual care independently. The authors argue that all women with intellectual disabilities should have the chance to manage or assist with their own menstrual care, backed by a strategic approach to menstrual education and support.
'Feeling poorly': report of a pilot study aimed to increase the ability of people with learning disabilities to understand and communicate about physical illness
- Authors:
- DODD Karen, BRUNKER Jo
- Journal article citation:
- British Journal of Learning Disabilities, 27(1), 1999, pp.10-15.
- Publisher:
- Wiley
This article presents the findings of a pilot study which investigated whether people with learning disabilities can understand and communicate more effectively symptoms of illness. Assessments for GPs, clients and carers were designed in order to ascertain the nature of consultations currently taking place, and the level of awareness that clients had of their body and being ill. Also looks at the assessment and teaching resource developed for the project.
Commentary: primary health care and health gain for people with a learning disability
- Author:
- HOLLINS Sheila
- Journal article citation:
- Tizard Learning Disability Review, 3(4), October 1998, pp.15-18.
- Publisher:
- Emerald
Comments on the article by Kerr on pages 6-14. Focuses in more detail on the situation in England following the White Paper, 'The New NHS - Modern and dependable' and the Green Paper, 'Our Healthier Nation.' Also compares the skills available in the UK with those in other parts of Europe, and questions whether new training and qualifications are needed to ensure equity and effectiveness for people with learning difficulties.
Trends in the need for services for people with learning disabilities: implications for primary care
- Authors:
- LAWRENSON Ross, et al
- Journal article citation:
- Health Trends, 29(2), 1997, pp.37-41.
- Publisher:
- Office for National Statistics
Describes an observational study of register of people with learning disabilities from the City of Westminster and the Royal Borough of Kensington and Chelsea between 1983 and 1995. Reports on findings.
Healthy ageing - adults with intellectual disabilities: summative report
- Author:
- WORLD HEALTH ORGANIZATION
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(3), 2001, pp.256-275.
- Publisher:
- Wiley
Presents a summary of a paper which has been jointly prepared by International Association for the Scientific Study of Intellectual Disabilities (IASSID) and Inclusion International (II) in collaboration with the Department of Mental Health and Substance Dependence and the Programme on Ageing and Health, World Health Organisation, Geneva. It examines the general health status of adults with intellectual disabilities, identifies the conditions that support their longevity and promote healthy ageing, and proposes health and social inclusion promotion activities that would universally foster sound health and improve quality of life.
Roadmap 2025: achieving disability equality by 2025
- Author:
- GREAT BRITAIN. Office for Disability Issues
- Publisher:
- Great Britain. Office for Disability Issues
- Publication year:
- 2009
- Pagination:
- 62p.
- Place of publication:
- London
This roadmap from the Office for Disability Issues (ODI) shows how the United Kingdom government is working towards disability equality by 2025. It lists policies, some applicable across the UK, with the ODI and UK government departments working closely with the devolved administrations in Scotland, Northern Ireland and Wales. Some policies are specific to England. Fourteen themes of children’s outcomes, communications, discrimination, employment, health, housing, independent living, justice system, living standards, participation, social care, transport, leisure, social and cultural activities, and post-19 education and training participation which encompass the UK vision of disability equality since 2005’s ‘Improving the Life Chance of Disabled People’, are charted along with strategic steps planned. The bulk of text, in 14 sections, provides detail on the themes, with bullet point references to the achievements of 2005-2009 and what is planned next. The ODI advise government departments’ looking to maximise input into successful outcomes for disabled people to share priorities with other departments and contribute to the bigger picture This roadmap also encourages service users into policy making resulting in better service delivery and it identifies which departments lead each theme and shared priorities, promoting the alignment of business plans of those working outside the government with government departments.