An update on informed consent and the effect on the clinical practice of those working with people with a learning disability

Adams, Danielle; Carr, Claudia; Marsden, Daniel; Senior, Kate

doi:10.7748/ldp.2018.e1855

Cited by 5 publications

(5 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Easy-read information or social stories about venesection can be used to explain the procedure. Providing easy-read information can be an effective way of involving the person in decision-making, thereby supporting their right to make their own choices (Adams et al 2018). Easy-read information, however, needs to be tailored to the person's needs and, depending on their cognitive ability, they may require extra support to understand it and use it appropriately (Callus and Cauchi 2020).…”

Section: Time Outmentioning

confidence: 99%

“…In the UK, in accordance with the Mental Capacity Act 2005, a person is assumed to have capacity to make decisions about themselves -including consenting to a procedure such as venesection -unless they are assessed as lacking that capacity. This is just as valid in the field of learning disabilities as in any other field of nursing (Adams et al 2018). As explained in the Mental Capacity Act 2005 Code of Practice (Department for Constitutional Affairs 2007), to be considered as having capacity to make a decision the person must be able to:…”

Section: Informed Consentmentioning

confidence: 99%

See 1 more Smart Citation

Performing venesection in a person with a learning disability

Blair¹

2022

Learning Disability Practice

View full text Add to dashboard Cite

People with learning disabilities face challenges in accessing healthcare services, particularly testing, screening and monitoring, which means that common conditions are often missed. Like anyone, people with learning disabilities develop conditions that require diagnosis, assessment and monitoring through the laboratory analysis of blood samples, so learning disability nurses need to be skilled at performing venesection. Obtaining informed consent and preparing the person psychologically and emotionally for the procedure is as important to its success as getting the clinical aspects right. This article discusses venesection in people with learning disabilities, explaining how nurses can support them before, during and after the procedure and describing a step-by-step approach to performing venesection in a person with a learning disability.

show abstract

Section: Time Outmentioning

confidence: 99%

Section: Informed Consentmentioning

confidence: 99%

Performing venesection in a person with a learning disability

Blair¹

2022

Learning Disability Practice

View full text Add to dashboard Cite

show abstract

“…Before making the decision to administer IM medications, it is equally important that all non-pharmacological treatments are considered and alternative administration routes to the IM have been fully explored. Failure to advise patients of alternative treatment choices is considered a breach of the professional duty of care (Adams et al 2018).…”

Section: Capacity and Consentmentioning

confidence: 99%

“…Communication strategies such as social stories may also assist the patient (Public Health England, PHE 2017). Informed consent relies on the patient having access to accurate and accessible health literacy using augmented communication supports where necessary (Adams et al 2018).…”

Section: Capacity and Consentmentioning

confidence: 99%

“…Whilst capacity legislation varies across the United Kingdom (UK), it is accepted that patients with intellectual disabilities are presumed to have capacity to consent to treatment unless they have been assessed otherwise (Feetam and White 2020) and should be considered as equal partners in decision-making processes (Adams et al 2018).…”

Section: Capacity and Consentmentioning

confidence: 99%

See 1 more Smart Citation

How to give an intramuscular injection to an adult with an intellectual disability

McAleer

Marsh

2021

Learning Disability Practice

View full text Add to dashboard Cite

show abstract

Polypharmacy and deprescribing in people with learning disabilities

Adams

2019

Journal of Prescribing Practice

View full text Add to dashboard Cite

In order to effectively manage problematic polypharmacy and stop medicines safely, it is imperative that there is an appreciation of all the factors that are involved in the deprescribing process. A collaborative, patient-centred approach is required to optimise medicines effectively and reduce inappropriate prescribing. Patients should be equal stakeholders in this process. Implementing shared decision-making, while considering the issues of capacity and consent, may contribute to improved patient empowerment and outcomes. Reflecting on the risks of deprescribing — such as the implications of relapse, and the reduction of beneficial side effects and the risk of medication errors — can provide a framework for positive patient outcomes. Key to managing these risks is effective communication between all stakeholders. The STOMP campaign is addressing the overprescribing of psychotropic medicines in people with learning disabilities. It is hoped that by reducing these medicines, in the absence of a mental health diagnosis, existing health inequalities, morbidity and mortality may be reduced.

show abstract

An update on informed consent and the effect on the clinical practice of those working with people with a learning disability

Cited by 5 publications

References 9 publications

Performing venesection in a person with a learning disability

Performing venesection in a person with a learning disability

How to give an intramuscular injection to an adult with an intellectual disability

Polypharmacy and deprescribing in people with learning disabilities

Contact Info

Product

Resources

About