Involving people with learning disabilities in Nurse Education: Towards an inclusive approach

Bollard, Martin; Lahiff, John; Parkes, Neville

doi:10.1016/j.nedt.2011.10.002

Cited by 35 publications

(45 citation statements)

References 15 publications

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“…The origin of the primary research papers could be identified as: UK (Barriball and Clark, 2005;Clark, 2007;Jenkins, 2009;Donner et al, 2010;Bollard et al, 2012;Read and Rushton, 2013;Rose et al, 2012aRose et al, , 2012b, US (Hahn, 2003), Netherlands (Klooster et al, 2009) New Zealand (Taua and Farrow, 2009;Taua et al, 2012) and Israel (Werner and Stawski, 2012). Of the 13 articles included, three distinct categories were apparent which will be discussed:…”

Section: Findings and Discussionmentioning

confidence: 99%

“…The majority of available papers (6) fall into this theme: Hahn (2003), Barriball and Clark (2005), Bollard et al (2012), Clark (2007), Read and Rushton (2013) and Rose et al (2012b). It has been reported that education is needed as there has been little or no education delivered at pre-qualification level to non-learning disability field nursing students (Hahn, 2003;Clark, 2007;Rose et al, 2012b).…”

Section: Education and Trainingmentioning

confidence: 99%

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A literature review exploring the preparation of mental health nurses for working with people with learning disability and mental illness

Adshead

Collier

Kennedy

2015

Nurse Education in Practice

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The aim of this literature review is to explore whether mental health nurses are being appropriately prepared to care for learning disabled patients who also suffer from mental ill health. A systematic approach was adopted in order to identify relevant literature for review on the topic. Five electronic databases were searched; CINAHL, Medline, ERIC, PubMed and Scopus. Searches were limited to the years 2001-2013. A total of 13 articles were identified as relevant to the topic area for review. Three main themes were identified relating to (a) attitudes (b) practice and (c) education. There appears to be a lack of research that directly addresses this issue and the existing literature suggests that there are considerable deficits in the ability of mental health nurses to be able to provide appropriate care for those with both a learning disability and mental ill health. The findings of this review would suggest that this topic area is in urgent need of further investigation and research. Further research into this area of practice could possibly help to inform education regarding this subject at pre-registration and post qualifying levels, which could therefore in turn, improve the delivery of mental health nursing care to this particular client group.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Education and Trainingmentioning

confidence: 99%

A literature review exploring the preparation of mental health nurses for working with people with learning disability and mental illness

Adshead

Collier

Kennedy

2015

Nurse Education in Practice

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“…In a similar way as the projects of Bollard et al and Smith et al, this might improve student nurses understanding and knowledge of PD. [28,29] Moreover, professionals as well can receive training -in multidisciplinary groups -to experience (in)accessibility of care through the eyes of PD. A review of Hemm et al has shown the potential to develop on the job training, which can be deployed in different settings (home care as well as residential care).…”

Section: Methodsmentioning

confidence: 99%

Primary care nurses in a local Belgian setting: Responding to healthcare needs of people with disabilities

Storms

Claes

2017

JNEP

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Background: Given the worldwide evolution to deinstitutionalize care for people with a disability (PD), the importance of having care services, for instance as offered by primary care nurses (PCN), to deliver necessary care to PD can only be emphasized. European data (from 2014) show a relatively high percentage of PD in Belgium (16.2%) using home care services provided by primary health care providers (PCN, general practitioners. . . ). Moreover, satisfaction levels regarding these services are among the highest in Europe. The objective of this research was to gain insight into the needs of PD regarding nursing care, based on PCN's experiences. Methods: Between September and December 2015, a questionnaire -drawn up by a multidisciplinary team (4 general practitioners and 20 PCN) -was distributed electronically to 1547 PCN working in primary care in the Belgian region Limburg. Open-ended questions of this questionnaire were analyzed using techniques developed for qualitative data analysis. PCN were asked to report about (1) mental and behavioural problems, (2) medication policy, (3) swallowing problems, (4) monitoring of nutritional status and (5) any other needs arising in the care for PD. Results: Comments of 588 PCN were generated (response rate of 38%). Besides the (routine) tasks of PCN, the impact of PD's and informal caregivers' behaviour on PCN's working environment were mentioned, particularly regarding medication policy, swallowing problems and nutrional status monitoring. PCN's collaboration with PD and their informal caregivers is often reported about in relation to respectively PD's limited ability to communicate or to understand PCN and informal caregivers behaving in a counteracting way, not following through PCN's advice. Additionally, PCN report about consulting and activating other healthcare professionals in the interest of PD's. Overall, PCN mentioned tasks in all facets of PD's lives: from the expected nursing care and far beyond. Conclusions: Besides providing nursing care, PCN are also helping with different tasks related to daily living. This "beyond standard" -care enhances the likelihood of PD to keep on living in their homes for a longer period of time. PCN seem to play a crucial role in activating other healthcare professionals to meet the healthcare needs of PD. More extensive research should be carried out to gain insight in healthcare needs of PD and the challenges PCN come across in their care for this population. Findings can be used to align pre-qualification training and education of (future) PCN with the (unmet) needs of PD.

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“…Service users are no longer seen as passive recipients of care but as customers and experts. Whilst increased service user involvement in nurse education mirrors recent UK government policy focus, it should be noted that the involvement of service users in nurse education also address educational and professional drivers (Bollard et al, 2012).…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

Active involvement of learning disabilities service users in the development and delivery of a teaching session to pre-registration nurses: Students' perspectives

Smith

Ooms

Marks-Maran

2016

Nurse Education in Practice

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Please cite this article as: Smith, P., Ooms, A., Marks-Maran, D., Active involvement of lerning disabilities service users in the development and delivery of a teaching session to pre-registration nurses: Students' perspectives, Nurse Education in Practice (2015Practice ( ), doi: 10.1016Practice ( /j.nepr.2015 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT ACTIVE INVOLVEMENT OF LERNING DISABILITIES SERVICE USERS IN THE DEVELOPMENT AND DELIVERY OF A TEACHING SESSION TO PRE-REGISTRATION NURSES: STUDENTS' PERSPECTIVES M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPTPage 1 of 36 ACTIVE INVOLVEMENT OF LERNING DISABILITIES SERVICE USERS IN THE DEVELOPMENT AND DELIVERY OF A TEACHING SESSION TO PRE-REGISTRATION NURSES: STUDENTS' PERSPECTIVES ABSTRACTA teaching session about service users' experiences of accessing and receiving health and social care was designed and delivered by service users to first year BSc Nursing students.The aim was to enhance students' knowledge, skills and confidence in caring for people with a learning disability. An evaluation research study was undertaking at one university inLondon into the perceived effectiveness of the teaching session, including students' perceptions of the extent to which the service users' teaching session was useful, the impact of the session, its benefits and challenges and the sustainability of teaching sessions delivered by service users. Data were collected through an online questionnaire.Quantitative analysis was undertaken of Likert-style questions and qualitative analysis was undertaken using the Framework Method. The session impacted on students' knowledge and understanding of people with a learning disability. Students reported that they felt more comfortable and confident interacting with people with a learning disability. In addition, they reflected on their feelings about caring for people with a learning disability.

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Involving people with learning disabilities in Nurse Education: Towards an inclusive approach

Cited by 35 publications

References 15 publications

A literature review exploring the preparation of mental health nurses for working with people with learning disability and mental illness

A literature review exploring the preparation of mental health nurses for working with people with learning disability and mental illness

Primary care nurses in a local Belgian setting: Responding to healthcare needs of people with disabilities

Active involvement of learning disabilities service users in the development and delivery of a teaching session to pre-registration nurses: Students' perspectives

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