Search results for ‘Subject term:"learning disability nursing"’ Sort:
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An exploration of community learning disability nurses’ therapeutic role
- Author:
- MARSHAM Marian
- Journal article citation:
- British Journal of Learning Disabilities, 40(3), September 2012, pp.236-244.
- Publisher:
- Wiley
The aim of this study was to explore the therapeutic role from the perspective of Community Learning Disability Nurses. The participants were 7 practicing Community Learning Disability Nurses with 2 or more years experience managing an adult caseload. Semi-structured interviews, based on Critical Incident Technique and descriptive phenomenological methodology were adopted to elicit data amenable to systematic content analysis. This resulted in the identification of 6 inductive categories: therapeutic optimism; maximising support networks; time as a therapeutic tool; creative communication; understanding learning disability; and initiating learning. Three deducted categories were also derived from relevant literature: nature of the events; outcomes of therapeutic role; and therapeutic relationship. The findings indicate that Community Learning Disability Nurses experience a multicomponent therapeutic role in with therapeutic relationship is key. A conceptual model is developed indicating the multicomponent and interconnected nature of the therapeutic role.
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.
Professional boundaries in learning disability care
- Authors:
- BOWLER Mandy, NASH Peter
- Journal article citation:
- Nursing Times, 110(21), 2014, pp.12-15.
- Publisher:
- Nursing Times
Healthcare staff providing care for people with a learning disability often deliver intimate personal care and have access to confidential information about vulnerable clients. Awareness of professional boundaries can help them to avoid either under- or over-involvement with patients and clients. This article gives examples of how South Tyneside Foundation Trust learning disabilities services support the education and training of staff working within the community and domiciliary care services in maintaining boundaries with patients. (Edited publisher abstract)