Service evaluation of a Specialist Memory Clinic for adults with ID in South Wales

Abstract

Purpose The purpose of this paper is to discuss the findings of a service evaluation project of the Specialist Memory Clinic for people with intellectual disabilities in South Wales using the Dementia guidelines published by the British Psychological Society and the Royal College of Psychiatrists (BPS/RCPsych, 2015). Design/methodology/approach Clinical audit using case notes of patients attending Memory Clinics during 2011 and 2015 benchmarked against best practice guidelines; carers feedback from Memory Clinic attendance; and evaluation of the training sessions to carers. Findings Audit findings show full compliance with standards (100 per cent) except for the baseline assessment for people with Down syndrome. Carer’s evaluation and feedback was positive and constructive. Training evaluation indicates improvement in knowledge and positively received sessions. Research limitations/implications The small number of people included and possibility of high motivated team may affect the service evaluation result. Practical implications It is possible for the Community Learning Disability team to meet the standards published (BPS/RCPsych, 2015) through multidisciplinary working. Originality/value Initial service evaluation completed after published guidelines for Dementia care by the BPS/RCPsych (2015).

Caregivers experiences of caring for people with intellectual disability and dementia: a qualitative evidence synthesis

“…Evaluation of specialist intellectual disability memory services has demonstrated the crucial role clinical services have in providing effective screening, diagnosis and post-diagnostic education (Bayley et al , 2017; Cairns et al , 2011; Hobson et al , 2012). A study by Chapman et al (2018) reported the effectiveness of a dementia service model in intellectual disability clinical practice.…”

Dementia education and training for caregivers supporting older people with intellectual disability: a scoping review of the literature

“…Four of the studies included (Table 3) provided evidence of dementia training clearly contributing towards improvements in caregivers’ knowledge (Bayley et al , 2017; Chapman et al , 2018; Fahey-McCarthy et al , 2009; Shirai et al , 2021). Three studies provided further insight into additional objectives from training interventions underlining the effectiveness of developing communication skills to improve management of behavioural distress (Chapman et al , 2018; Kalsy et al , 2007; Lane et al , 2019).…”

“…Content varied in educational programmes with a small number of studies providing information, for example, the link between Alzheimer’s disease and Down’s syndrome and different types of dementia (Fahey-McCarthy et al , 2009; Shirai et al , 2021). Bespoke dementia awareness training was a commonly used term to describe programmes within studies by Bayley et al (2017) and Chapman et al (2018), while other programmes provided information on the pathological processes of dementia, and behavioural and psychological symptoms of dementia (Lane et al , 2019; Shirai et al , 2021; Walaszek et al , 2020).…”

“…In some programmes, there was additional focus on non-pharmacological post-diagnostic psychosocial interventions (Bayley et al , 2017; Chapman et al , 2018; Shirai et al , 2021). One programme used vignettes to enhance the training and improve behavioural management approaches (Kalsy et al , 2007), while other programmes incorporated role play into the training programme and used videos to enhance training content (Shirai et al , 2021).…”

“…Findings noted an overall effectiveness of a bespoke dementia education programme coupled with top tips information sheets increased caregiver's knowledge and increased confidence in delivering person-centred care. Bayley et al (2017) service evaluation provided further insight into the value of dementia training for increasing confidence in families and caregivers. The bespoke dementia education programme was found to improve caregivers understanding of dementia and provide additional strategies to help manage care challenges along with providing a forum for shared learning.…”