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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.
Keeping the faith
- Author:
- McMILLAN Ian A.
- Journal article citation:
- Learning Disability Today, July 2011, pp.14-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The chief nursing officers of the four UK countries have recently commissioned a UK-wide project to develop a coherent approach to learning disability nursing. This article reflects on the importance of the role of the learning disability nurse in ensuring the best possible access to health services for people with learning disabilities. Despite this need, learning disability nursing posts continue to be cut leading to a reduction in the number of post in England from 12,500 in 1995 to just over 6000 in 2009. This is one of the challenges the UK-wide nursing project will address.
Achieving collaborative competence through interprofessional education. Lessons learned from joint training in learning disability nursing and social work
- Author:
- SIMS Dave
- Journal article citation:
- Social Work Education (The International Journal), 30(1), February 2011, pp.98-112.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The changing contexts of social work and the requirement for integrated working are regular reminders of the need for social work students to develop collaborative competence and interprofessional working. This suggests that aspects of interprofessional education are relevant to the teaching and development of social work students if graduates are to successfully engage in complex practice. This paper identifies the competencies needed for successful collaboration, before examining evaluative research of joint training programmes in learning disability nursing and social work in England. It highlights the unique experiences and perspectives of graduates whose social work training was exceptionally interprofessional. The paper discusses lessons for promoting collaborative competence in singly trained social work students. In conclusion, the author argues that interprofessional learning opportunities are a key ingredient for the development of critical practice.