Caring for mental health care users with profound intellectual disabilities: Approaches and opportunities

Abstract

Mental healthcare users with profound intellectual disabilities are among the most disadvantaged groups in society. They experience numerous challenges which include limitations in intellectual functioning and adaptive behaviour. These limitations present challenges in their care, especially in cases where student nurses are not well prepared to meet these special needs. The purpose of this study was to provide insight into approaches and opportunities related to the care of mental healthcare users with profound intellectual disabilities by student nurses. A qualitative, descriptive, interpretive, exploratory and contextual research design was used to explore and describe opportunities and approaches in caring for mental healthcare users with profound intellectual disabilities as experienced by student nurses. Audio-taped interviews were conducted with 12 student nurses in their fourth and final year of study who were assigned to a care centre catering for people with profound intellectual disabilities. Thematic analysis as proposed by Braun and Clarke was used to analyse the collected qualitative data. Three approaches to care emerged: promotion of health and wellbeing, training in communication skills, and support for the users' dignity. One main opportunity that emerged was being caring, an attitude deeply embedded in nursing principles. Caring for care users with profound intellectual disabilities can be emotionally challenging. However, this study identified approaches and opportunities which, when explored, can assist student nurses in rendering quality patient care. This will minimise frustrations on the part of student nurses and help improve the quality of life of mental healthcare users.

Transition of adolescents with intellectual disability from schools for learners with special educational needs: Parents views for the preparedness

“…Other studies (Ally et al, 2018;Grossman & Magana, 2016;Smith & Anderson, 2014) have indicated that transition planning should be introduced at an early age so that alterations can be made where possible, and Ally et al (2018) adds that this process should be started early from the age of 12-16 years. Malapela et al (2017) recommend that an integrated team of healthcare workers should be actively involved in the transition planning of adolescents with intellectual disabilities. Stakeholder institutions including schools, government and the civil society have key roles to play in strategic planning for transitioning children with intellectual disability from schools in with the view to improve their welfare and quality of life.…”

“…Societies expect that successful completion of school among adolescents without disabilities would lead either to further education or employment because of availability of public and private opportunities for further studies, vocational training and employment (Henninger & Taylor, 2014; Pandey & Agrawal, 2013). These criteria, however, elude adolescents with intellectual disabilities (IDs) depending on the level of disability (Malapela, Mfidi, & Sibanda, 2017).…”

“…The belief about intellectual disability as a result of witchcraft or wrongdoing on the part of parents has largely contributed to lack of proper planning for adolescents living with intellectual disability and at times forcing parents to isolate them from those without intellectual disability and denying them of exposure to support systems. Caring for adolescents with intellectual disability therefore becomes a lonely journey (Aldersey, 2012; Caton & Kagan, 2006; Habulezi, Kefilwe, & Malatsi, 2017; Machalicek et al., 2015; Malapela et al., 2017). Similarly, Foley, Dyke, and Bouirke (2012) reported that parents of adolescents with intellectual disability experience poor adjustments and frustration when adolescents transit from school.…”

Transition Possibilities for Adolescents with Intellectual Disabilities into Adulthood

“…Transition also includes many adjustments that have to occur in life. Such events include leaving parents to boarding school, leaving home after parental death to an orphanage and all other life events that may render one to transit from one area to another [8]. Chick and Meleis [9] summarises transition by defining it as 'a passage or movement from one state, condition or place to another' (p239).…”

“…Transition Possibilities for Adolescents with Intellectual Disabilities into Adulthood DOI: http://dx.doi.org /10.5772/intechopen.89174 However, in most countries, especially developing countries, they do not have structures in place to assist them achieve this milestone [8]. Most often, there are no programmes and policies suited for addressing their needs.…”