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Dignity in health care for people with learning disabilities
- Author:
- HARDY Steve
- Publisher:
- Royal College of Nursing
- Publication year:
- 2017
- Pagination:
- 26
- Place of publication:
- London
- Edition:
- 3rd ed.
This guidance aims to improve dignity in health care for people with learning disabilities. It is designed primarily to support the nursing workforce but may also be useful for other health care and social care staff. The publication focuses on the experiences of people with learning disabilities, areas for improvement in relation to dignity, practical ideas on what nurses can do to improve dignity and sources of further information and support. It covers the importance of understanding people's health needs, respecting individuals, getting to know the person, having choices making decisions, feeling safe and communication. It also includes information relating to the particular health needs that people with learning disabilities may have, and provides guidance on working in collaboration with other service providers. It also includes good practice examples. The guide has been developed with the involvement of people with learning disabilities who use health care services in South East London, who shared their experiences at 3 focus group meetings. (Edited publisher abstract)
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.
Mental health nursing of adults with learning disabilities: RCN guidance
- Author:
- ROYAL COLLEGE OF NURSING
- Publisher:
- Royal College of Nursing
- Publication year:
- 2012
- Pagination:
- 44p.
- Place of publication:
- London
This publication provides guidance for nurses and nursing students in mental health services in delivering high quality health care to people with learning disabilities. It is recognised that people with learning disabilities demonstrate the complete spectrum of mental health problems, with higher prevalence than found in those without learning disabilities. This publication aims to describe how to work in partnership with people with learning disabilities in their mental health care and to personalise their services. An overview of government policy and the law about learning disabilities in each of the 4 UK countries is provided. The publication then describes how mental health problems may present in people with learning disabilities, how to adapt mental health assessments to meet the needs of adults with learning disabilities, and the interventions that can be used. The vulnerability of people with learning disabilities to mental health problems is highlighted. In addition, specialist services which can provide additional support for adults with learning disabilities and how these can be accessed are described. Examples of good practice and partnership working are provided.