Search results for ‘Subject term:"learning disabilities"’ Sort:
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Longest waiting list in the NHS
- Authors:
- SNELL Janet, VALIOS Natalie
- Journal article citation:
- Community Care, 8.1.04, 2004, pp.28-30.
- Publisher:
- Reed Business Information
The closure of long-stay hospitals for people with learning difficulties is supposed to be a priority for the NHS but many will not meet the deadline. Reports on the issues and talks to those who have experienced life inside, and out.
Men with intellectual disabilities and sexual offending histories: an exploration of their experiences of living within a secure hospital setting
- Authors:
- HEPPELL Stacey, ROSE John
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 12(2), 2021, pp.84-97.
- Publisher:
- Emerald
Purpose: There is a national drive to transform services for individuals with intellectual disabilities (ID), to provide care within the community rather than hospital settings. However, there are limited community provisions for those with more complex care needs such as sexual offending. There has been limited research focussing on this client group’s experiences of inpatient services and the treatment they have received from their own perspective. This study aims to explore their experiences of living in a secure service focussing on treatment for sex offences. Design/methodology/approach: In total, 10 men with ID and sexual offending histories took part in an interview designed to explore their experiences of living within a secure hospital setting. The data were analysed using thematic analysis. Findings: Three key themes relating to the participants’ experiences within the hospital were identified. These were, namely, “hospital environment”, “personal journey through secure services” and “closeness to home”. Practical implications: Men’s experiences at a secure hospital were generally positive in terms of a supportive staff approach. Difficulties existed around the hospital organisation affecting the support they received. Originality/value: Some participants experienced a struggle to become more independent and move to less restrictive environments due to their perceived risk levels. Some participants found being away from home to be hard and longed to be closer to their families. Around half of the participants did not want to live near their hometown due to family difficulties, negative peer influences or fears of consequences for their sexual offending. Implications for community service planning are considered. (Edited publisher abstract)
“LEARN”ing what is important to children and young people with intellectual disabilities when they are in hospital
- Authors:
- OULTON K., SELL D., GIBSON F.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.792-803.
- Publisher:
- Wiley
Background: The need to review health service provision for children and young people (CYP) with disabilities and their families in the United Kingdom has been expressed in multiple reports: the most consistent message being that services need to be tailored to meet their individual needs. Our aim was to understand the hospital‐related needs and experiences of CYP with intellectual disabilities. Method: An ethnographic study of a neurosciences ward and outpatient department was conducted within a paediatric tertiary hospital setting. Results: Five themes, developed using the acronym LEARN, explained what is important to CYP with intellectual disabilities in hospital: (i) little things make the biggest difference, (ii) eliminate unnecessary waiting, (iii) avoid boredom, (iv) routine and home comforts are key and (v) never assume. Conclusions: It is imperative that the present authors continue to challenge the idea that it is acceptable to exclude CYP with intellectual disabilities from research because of their inability to participate. (Edited publisher abstract)
Care services for people with learning disabilities and challenging behaviour: fifty-first report of session 2014-15: report, together with formal minutes relating to the report
- Author:
- GREAT BRITAIN. Parliament. House of Commons. Committee of Public Accounts
- Publisher:
- TSO
- Publication year:
- 2015
- Pagination:
- 20
- Place of publication:
- London
Examines progress made in fulfilling the government commitment, following the Winterbourne View scandal in 2011, to discharging inpatients with learning difficulties and challenging behaviour back to their homes and communities. The inquiry found that the number of people with learning disabilities remaining in hospital has not fallen, and has been broadly stable at around 3,200. The report recognises the complexity of the task in designing and commissioning a model of community based care and welcomes the commitment to set out, within the next six months, a closure programme for large mental health hospitals, and to provide a transition plan for people within these hospitals, from 2016–17. The report recommends that proper consideration be given not just to building capacity in the community, but also to enshrining in law patients’, and their families’, right to challenge the decisions taken, whether they are about treatment, admission to mental health hospital, or community care services provided. (Edited publisher abstract)
St Lawrence's staff: then and now
- Authors:
- COOPER Mabel, FERRIS Gloria, ABRAHAM Jane
- Journal article citation:
- Ethics and Social Welfare, 7(3), 2013, pp.272-276.
- Publisher:
- Taylor and Francis
- Place of publication:
- Abingdon
Mabel Cooper and Gloria Ferris lived in St Lawrence's Hospital, .one of the large learning disability institutions which were built round the edges of London. In this paper, Mabel and Gloria share their memories of three nurses at St Lawrence's, supported by Jane Abraham. The article also includes an interview Gloria carried out with MW, one of the nurses at St Lawrences, to help hear the story from a nurse's viewpoint. These accounts of the work and life of nurses and domestics in the hospital raise a number of ethical issues which are still relevant today. (Edited publisher abstract)
Outside but not inside yet: leaving hospital and living in the community; an evaluation by people with learning difficulties
- Author:
- People First
- Publisher:
- People First
- Publication year:
- 1994
- Pagination:
- 3books;pictures;cassette in pack
- Place of publication:
- London
Pack containing 3 booklets and a set of pictures. Two of the booklets present the views and problems of people with learning difficulties who have left residential care for homes in the community. The third presents the views and methodology of the researchers involved in gathering and evaluating the user's views, and includes an illustrated questionnaire.
Who I am matters: experiences of being in hospital for people with a learning disability and autistic people
- Author:
- CARE QUALITY COMMISSION
- Publisher:
- Care Quality Commission
- Publication year:
- 2022
- Place of publication:
- London
This report looks what people with a learning disability and autistic people experience when they need physical health care and treatment in hospital. We looked specifically at: access to care; communication; care and treatment in hospital; other equality characteristics and quality of care; workforce skills and development. People have a right to expect: access to the care they need, when they need it and that appropriate reasonable adjustments are made to meet people's individual needs; staff communicate with them in a way that meets their needs and involves them in decisions about their care; they are fully involved in their care and treatment; the care and treatment they receive meets all their needs, including making reasonable adjustments where necessary and taking into account any equality characteristics such as age, race and sexual orientation; their experiences of care are not dependent on whether or not they have access to specialist teams and practitioners. However, people told us they found it difficult to access care because reasonable adjustments weren't always made. Providers need to make sure they are making appropriate reasonable adjustments to meet people's individual needs. There is no 'one-size-fits-all' solution for communication. Providers need to make sure that staff have the tools and skills to enable them to communicate effectively to meet people's individual needs. People are not being fully involved in their care and treatment. In many cases, this is because there is not enough listening, communication and involvement. Providers need to make sure that staff have enough time and skills to listen to people and their families so they understand and can meet people's individual needs. Equality characteristics, such as age, race and sexual orientation, risked being overshadowed by a person's learning disability or autism because staff lacked knowledge and understanding about inequalities. Providers need to ensure that staff have appropriate training and knowledge so they can meet all of a person's individual needs. Specialist practitioners and teams cannot hold sole responsibility for improving people's experiences of care. Providers must make sure that all staff have up-to-date training and the right skills to care for people with a learning disability and autistic people. (Edited publisher abstract)
Experience of children and young people cared for in mental health, learning disability and autism inpatient settings
- Author:
- NATIONAL INSTITUTE FOR HEALTH RESEARCH
- Publisher:
- National Institute for Health Research
- Publication year:
- 2021
- Place of publication:
- London
This themed review explores the experience of young people with mental health problems, learning disability or autism in specialist inpatient mental health care. A young person may require admission if their disorder means that they are at high risk of self-harm or pose a risk to others. They may also be admitted if they need more intensive treatment and assessment than is possible in a community setting. This Themed Review does not cover young people's experience of inpatient paediatric care (for physical needs) or issues such as inappropriate admission to adult mental health services. Overall, we identify four key influences on how children and young people experience inpatient care. These are drawn from the research evidence base, but also from the experiential evidence provided by children, young people and their parents. The four themes are: quality of relationships; normality; use of restrictive practices; expectations and outcomes. The review identifies three key action points to address this significant area of need; recognise the interdependence of experience, treatment outcomes, and other factors; promote timely identification and action to address unmet needs; and equip staff with the resources, capacity and authority to improve experience. (Edited publisher abstract)
Treat me well: simple adjustments make a big difference
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2018
- Pagination:
- 52
- Place of publication:
- London
Sets out aims and rationale of the Treat Me Well campaign, which is intended to transform how the NHS treats people with a learning disability. The report starts with an assessment of the earlier campaign Death by Indifference (2007), which highlighted the serious consequences of healthcare inequalities and helped increase awareness and greater commitment from health care organisation. It then presents findings of new research to find out how people with a learning disability feel about their experiences of going to hospital and the views of healthcare professionals on the quality of care. Survey results show that: over 1 in 5 think that healthcare staff are bad at explaining things to them when they are at the hospital; 75 per cent said their experience of going to the hospital would be improved if staff explained things in a way that was easy to understand; almost a quarter of healthcare professionals have never attended training on meeting the needs of patients with a learning disability and over 1 in 3 think the quality of healthcare received by patients with a learning disability is worse than that received by patients without a learning disability; almost half of healthcare professionals think that a lack of training on learning disability might be contributing to avoidable deaths. The report outlines a framework to support system-wide change, with a focus on: compulsory learning disability training; sufficient resources for staff; strong leadership for government and the NHS; making communication accessible to all; allowing extra time in appointments; and providing written information in an accessible format. (Edited publisher abstract)
The ward atmosphere scale for psychiatric inpatients with intellectual disability: a pilot study
- Authors:
- BAKKEN Trine Lise, ROSSBERG Jan Ivar, FRIIS Svein
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(5), 2012, pp.265-272.
- Publisher:
- Emerald
The Ward Atmosphere Scale (WAS) is a self-report questionnaire and the most commonly used instrument to measure aspects of treatment environment, which is a factor related to both treatment outcome and patient satisfaction for psychiatric inpatients. This study aimed to examine whether adult psychiatric inpatients with intellectual disability could complete the WAS in a meaningful way. It was conducted with 17 patients and 21 staff members in a specialised psychiatric inpatient unit at the Oslo University Hospital, Norway. This article describes the methodology, analysis and results. It reports that patients with mild intellectual disabilities were able to answer the WAS with some help, but that patients with moderate intellectual disabilities had major difficulties with understanding more than half of the items. The authors conclude that there is a need for further research on how inpatients with intellectual disability and mental illness perceive ward atmosphere, and that a replication study should use a shorter version of the WAS.