Search results for ‘Subject term:"learning disability nursing"’ Sort:
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Good practice in learning disability nursing
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2007
- Pagination:
- 63p., bibliog.
- Place of publication:
- London
This document provides good practice guidance to support learning disability nursing to make a major contribution to the health and well-being of people with a learning disability in the future.
An investigation into the perceptions of clinical supervision experienced by learning disability nurses
- Authors:
- SINES David, McNALLY Steve
- Journal article citation:
- Journal of Intellectual Disabilities, 11(4), December 2007, pp.307-328.
- Publisher:
- Sage
- Place of publication:
- London
This study explored perceptions of clinical supervision among community-based residential learning disability nurses in south-east England. A questionnaire generated a sample of 35, of whom 26 engaged regularly in clinical supervision. Respondents reported that supervision provided protected time to reflect on their skills and on their professional and personal development. They identified a need for greater clarity in the roles of supervisor and supervisee, and a clearer separation of managerial and developmental imperatives. They wanted support and preparation for supervision, and range of options for type of supervision and choice of supervisor. Thus supervision was found to be important for staff working in isolated community-based services for people with learning difficulties. However, little research has been carried out in this area. This study could help to shape and unify the future provision of clinical supervision.
Working with parents who have a learning disability
- Authors:
- THURTLE Val, NICHOLS Caroline, GATT Bernie
- Journal article citation:
- Community Practitioner, 80(9), September 2007, p.10,12.
- Publisher:
- Community Practitioners' and Health Visitors' Association
The Department of Children, Schools and Families and the Department of Health, have recently published 'Good practice guidance on working with parents with a learning disability'. The main focus of the guidance, which is aimed towards social care, is to help services improve their support for parents with a learning disability and their children. This article discusses the role of health visitors, school nurses, and community learning disability nurses can play.
Attracting and retaining learning disability student nurses
- Authors:
- OWEN Sara, STANDEN Penny
- Journal article citation:
- British Journal of Learning Disabilities, 35(4), December 2007, pp.261-268.
- Publisher:
- Wiley
Recruitment onto pre-registration learning disability nursing courses has decreased considerably over the last decade. This paper reports the findings of the first stage of a longitudinal study that investigated the factors that influence students to train as learning disability nurses, and those that influence their decision to continue or leave the course. Semi-structured interviews were conducted with one cohort of learning disability student nurses (n = 19) within the first 6 months of their starting the Common Foundation Programme in the Midlands of England. A number of unexpected issues emerged. These revolved around the negativity displayed by some practitioners and tutors about learning disability nursing and how this in turn was impacting on the decision made by four of the students in particular to transfer to other branches of nursing. The paper concludes with some recommendations for Schools of Nursing to ensure that the speciality is seen as an attractive and worthwhile career option.
Care staff attributions toward self-injurious behaviour exhibited by adults with intellectual disabilities
- Authors:
- SNOW Elizabeth, LANGDON Peter E., REYNOLDS Shirley
- Journal article citation:
- Journal of Intellectual Disabilities, 11(1), March 2007, pp.47-63.
- Publisher:
- Sage
- Place of publication:
- London
Challenging behaviours may elicit negative emotional reactions and increase stress within care staff. The Leeds Attributional Coding System (LACS) was used to elicit spontaneous causal attributions of staff toward hypothetical clients with challenging behaviours. It was hypothesized that there would be relationships (1) between staff exposure to challenging behaviours and burnout, and (2) between staff cognitions and burnout. Using a cross-sectional correlational design, 41 care staff (qualified and unqualified nurses) recruited throughout East Anglia in the UK, took part in a 10 minute interview about two vignettes depicting self-injurious behaviour. Staff also completed measures of demographic information and burnout. Participants made attributions toward self-injurious behaviour that were typically internal to the client, uncontrollable, unstable and specific. There was a significant association between number of clients cared for and emotional exhaustion and personal accomplishment. Staff who made fewer stable attributions had higher levels of burnout. There were no other relationships found between staff cognition and burnout. The LACS can be successfully employed in this context, and may have some benefits over other methods. Future research is required to explore the relationship between cognition and burnout.
Key data on adolescence 2007
- Authors:
- COLEMAN John, SCHOFIELD Jane
- Publisher:
- Trust for the Study of Adolescence
- Publication year:
- 2007
- Pagination:
- 98p., tables
- Place of publication:
- Brighton
Contains statistics and information about young people, including: population, families and households; education, training and employment; physical health; sexual health; mental health; and crime.