Nature and extent of intellectual disability nursing research in Ireland: a scoping review to inform health and health service research

Abstract

ObjectivesTo capture the extent and nature of intellectual disability nursing publications in Ireland.DesignScoping review using Arksey and O’Malley approach.Data sourcesSix databases (PsycINFO, CINAHL, Medline, Academic Search Complete, Scopus, Embase) were searched along with a web-based search of the eight academic institutions delivering intellectual disability nurse education in Ireland for publications indexed from the earliest available date to the 31 December 2020.Eligibility criteriaPublications by an academic, practitioner or student working in intellectual disability practice or education in Ireland relating to intellectual disability nursing, care or education.Data extraction and synthesisData pertaining to type of paper/design, authors (academic/professional/student), year, collaboration (national/international), topic/content area and title were extracted from each paper. Data were analysed by two authors using Colorafi and Evans content analysis steps where data was tabulated, and a narrative synthesis undertaken.ResultsThe reporting of the review is in line with the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) and PRISMA extension for Scoping Reviews Checklist. Database and web-based searching resulting 245 articles meeting the criteria for this review. Through content analysis the 245 articles were mapped onto six themes: supporting inclusion, future planning, aspects of health, interventions, education, professional development and research, and personal and professional accounts of caring.ConclusionsThis review highlights the extent and nature of intellectual disability publications by academic, practitioner or student working in intellectual disability nursing in Ireland together with opportunities for future growth and development. From the findings it is apparent that there is an ongoing need for intellectual disability nurses to define their role across the full trajectory of health provision and to make visible their role in person-family centred support, inclusion, and contributions in health education, health promotion and health management.

A cross‐practice context exploration of nursing preparedness and comfort to care for people with intellectual disability and autism

“…The low levels of selfreported knowledge and confidence of nurses working in the public mainstream care environment are significant, as it raises the question of to what degree nurses are meeting their responsibilities as outlined in the UN convention related to the rights of people with disabilities (United Nations, 2006)? Considering that people with ID and/or ASD present more frequently to the ED, have longer stays in acute hospitals, and have greater readmission rates when compared to the general population, the reported low levels of knowledge suggest that education programmes about ID and/or ASD for this cohort of nurses are an urgent priority (Doody et al, 2021).…”

Enabling people with intellectual and other disabilities to make verbal requests using cardboard chips with mini objects or pictures and a smartphone

“…The main non-verbal methods rely on manual signs, Picture Exchange Communication Systems (PECS) and Speech Generating Devices (SGDs) ( 19 – 23 ). All these methods have been widely employed and a vast literature is available that supports their applicability and beneficial effects ( 24 – 26 ). Notwithstanding the encouraging evidence available, one needs to examine the possible limitations/weaknesses of the single methods when considering their use with people with intellectual and other disabilities [e.g., intellectual disability combined with sensory and motor impairments ( 27 , 28 )].…”

Utilization and Staff Perspectives on an On-Demand Telemedicine Model for People with Intellectual and Developmental Disabilities Who Reside in Certified Group Residences

“…Lack of access to urgent care (UC) † may be among the drivers of the finding that PIDD use the ED at significantly higher rates than the general population, 4 , 17 especially to address concerns that could be treated in outpatient or primary care settings. 6 , 16 , 18 , 19 The PIDD who reside in group residences are more likely than the general population to require after hours guidance from a PCP. 15 However, there is minimal research on after-hours health care for PIDD that occurs outside of the ED, 13 , 14 , 20 and, to our knowledge, no such research conducted in the United States.…”