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Forensic learning disability nursing role analysis
- Authors:
- MASON Tom, PHIPPS Dianne, MELLING Kat
- Journal article citation:
- British Journal of Learning Disabilities, 39(2), June 2011, pp.121-129.
- Publisher:
- Wiley
Forensic learning disability nurses are thought to need different skills than those nurses in general learning disability settings. This article investigates whether forensic learning disability nurses and nonforensic learning disability nurses differ in their perceptions of their patients, using a role construct framework previously developed for forensic nurses which had not previously been used with forensic learning disability nurses. The role construct framework employs 6 binary themes: medical-lay knowledge; transference-countertransference issues; win-lose; success-failure continuum; use-abuse dimension; and confidence-fear. The study used a survey design of forensic and nonforensic learning disability nurses drawn from high, medium and low security settings and nonsecure settings in the UK. From 400 questionnaires distributed, response rates of 46% and 49% were achieved from secure and nonsecure settings respectively. The results are analysed in relation to the 6 binary themes within the nursing groups and between the nursing groups. The within-group analysis of the forensic learning disability group showed a statistically significant relationship on 5 of the 6 binary themes. The role construct framework therefore has some support in the forensic learning disability domain. Between the nursing groups, significant differences were found only on the confidence-fear construct. This provides evidence that there is only limited difference in the perception of the role constructs between forensic and nonforensic learning disability nursing.
Caring for inpatients with learning disabilities
- Author:
- BUCHANAN Dee
- Journal article citation:
- Nursing Times, 16.8.11, 2011, pp.16-17.
- Publisher:
- Nursing Times
This article describes the implementation and evaluation of an education project, led by community learning disability nurses in Bath, to improve the care of patients with learning disabilities in hospital. A two hour training session was compiled and delivered by two community learning disability nurses with a local service provider and a service user with learning disabilities to a multiprofessional group. The training was then reduced to 30 minutes to give staff greater opportunity to attend. Evaluation found the programme was successful in raising employees' awareness of the needs of people with learning disabilities when they are admitted to hospital.