People with intellectual disabilities (PwID) have a bidirectional relationship with epilepsy. Nearly 25% of PwID have seizures and 30% people with epilepsy are thought to have a significant intellectual impairment. Furthermore, 70% of PwID are thought to have treatment‐resistant epilepsy. In the United Kingdom, antiseizure medications (ASMs) are the second most widely prescribed psychotropic agent for PwID. However, it is unclear what the current evidence and patterns is on current prescribing of ASMs, including when and how a case is made to withdraw them. A narrative review along with an analysis of large‐scale NHS Digital published data (2015–2020) on several aspects of ASM prescribing by general practices for PwID was undertaken. The review results and data analysis are consolidated and presented as 11 themes to provide a comprehensive overview of the study topic. Recent studies estimate that one‐third and one‐fifth of PwID are prescribed ASMs. A history of epilepsy is seen as the primary prescribing reason; however, often it is a legacy, and the indication is no longer clear. The proportion receiving ASMs continues to rise with age. This pattern of use does not correlate well with seizure onset. There are limited data on de‐prescribing ASMs in PwID. The study population heterogenicity, associated polypharmacy, multimorbidity and higher sudden unexpected death in epilepsy risks are outlined. Suggestions are made from available evidence for improving prescribing practices for PwID and seizures, and key areas for further research in this complex clinical area are outlined.

Background: In recent years, a significant proportion of inpatient facilities for people with intellectual disabilities and/or autism has been de-commissioned in England, This has resulted in individuals with intellectual disabilities being sent to distant hospitals far away from their families and carers leading to challenges in follow-up, community care and interventions. The impact of de-institutionalisation, has often caused patient trauma, family distress and subsequent discharge difficulties. Not every individual with intellectual disabilities and/or autism requires inpatient care but inpatient care when needed has to be local, adequate and appropriate. Aims: To evaluate current evidence of utility of inpatient models for people with intellectual disabilities and outline best clinical practice. Method: PubMed, CINAHL, EMBASE, Cochrane Library, Scopus, Web of Science were searched with key search terms. The search was conducted by the information specialist and identified abstracts screened further for inclusion criteria, methodological issues, and other appropriate characteristics. Twenty-three papers were included in the rapid review. Papers shortlisted had the inclusion criteria applied against the full text version independently by two reviewers. Disagreements regarding eligibility of studies was resolved by discussion and consensus within the project team. Key data related to in-patient models of care was extracted from the included papers, which included year of study, design, study objectives, target population, method/s tested, outcomes reported, country of study/studies, and results. Data extraction was performed by two reviewers and reviewed by the project team. Results: From the review of services for people with intellectual disabilities, we came across four broad models/frameworks/approaches. Evidence on what worked for inpatient service provision tended to be based on models developed and implemented locally. Conclusions: We make recommendations for the best clinical practice and standards. Both clinical service providers and policymakers need to be aware of specific needs of individuals with intellectual disability and/or autism.

BACKGROUND Real World Evidence (RWE) comprises forms, methodologies and applications including data collected in naturally uncontrolled settings utilising non-interventional, non-controlled and non-experimental approaches. RWE may overcome problems inherent with traditional research methodologies. It more closely represents the real world and how interventions affect the patient experience and could be more suitable for assessing complex social interventions. Clinicians require the skills and knowledge to utilise it effectively and mitigate its disadvantages. As Nurses are the largest group of healthcare professionals, exploring how to develop knowledge of RWE in nursing has a large potential benefit for research and care. OBJECTIVE This systematic review (SR) aims to consider how RWE is taught within nursing and examine the benefits and outcomes of those teaching and learning activities. METHODS An SR without Meta-Analysis narrative synthesis approach was conducted. MEDLINE (EBSCO), EMBASE (Ovid), PsycINFO, Cochrane, Web of Science, SCOPUS and IEEE were searched using free text terms and MeSH terms combined with Boolean operators associated with RWE forms, types and methodologies, teaching and nursing. Final studies were appraised using MMAT and JBI tools. RESULTS Kinaesthetic approaches, simulated learning, and case studies were undertaken in classroom and practice settings utilising real and simulated data, which may positively increase perceived satisfaction and knowledge with RWE. Constructivism and experiential learning could be more suitable for RWE education with educators and students displaying increased positivity towards RWE compared with alternative pedagogical approaches. Barriers to RWE education included negative educator and learner beliefs, organisational barriers and concerns regarding data security and confidentiality. A majority of the studies were observational or descriptive and a number of areas of bias were identified during the appraisal process. CONCLUSIONS Utilising a range of teaching and learning strategies in nursing that make learning relevant and meaningful may be important in RWE education. More research is needed to develop further the definition, characteristics and applications of RWE, consider different pedagogical approaches and a wider range of RWE forms, methodologies and applications.