Specific standards of care for adults with intellectual disabilities

Friese, Tanya R.; Ailey, Sarah H.

doi:10.7748/nm.22.1.32.e1296

Cited by 12 publications

(21 citation statements)

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“…In the UK, for example, people with ID are 1·6 times more likely to be hospitalised than the general population when ambulatory care should have been sufficient to prevent admission (Glover & Evison ). In Canada, this rate is greater at six times more likely (Friese & Ailey ) and the likelihood of hospitalisation increases further for people with comorbidities such as schizophrenia or epilepsy (Balogh et al . ).…”

Section: Introductionmentioning

confidence: 99%

A narrative review of acute care nurses’ experiences nursing patients with intellectual disability: underprepared, communication barriers and ambiguity about the role of caregivers

Lewis

Gaffney

Wilson

2017

Journal of Clinical Nursing

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Aims and objectives. To describe how nurses experience caring for people with intellectual disability in an acute care setting. Background. Recent advances in the care of people with intellectual disability in hospital are primarily based upon the experiences of people with intellectual disability and their caregivers. Little is known about the experiences of registered nurses caring for people with intellectual disability, yet the experiences of nurses in delivering care largely determine the quality of care experienced by people with intellectual disability and their caregivers. Methods. A narrative literature review using electronic database searches was conducted using variants of the terms disability, nursing and acute care. Results. Through our reading of the recent literature describing the experiences of nurses caring for people with intellectual disability in an acute care setting, we have identified three themes: (1) nurses feel underprepared when caring for patients with intellectual disability, (2) nurses experience challenges when communicating with people with intellectual disability and (3) nurses have ambiguous expectations of paid and unpaid caregivers. Conclusion. The enablers of and barriers to the delivery of nursing care in acute care settings need to be made explicit and researchers and nurses need to collaborate in the development, implementation and evaluation of care delivery strategies. Relevance to clinical practice. Nurses need to be adequately prepared to care for people with intellectual disability. Preparation should include dealing with the complexities of communicating with people with intellectual disability and practical experience of doing so in clinical and educational environments that ensure the safety and dignity of nurses and people with intellectual disability. Nurses need supportive strategies for developing therapeutic relationships with a range of informal and formal caregivers.Key words: acute care, experiences of care, intellectual disability, professional communication, registered nurse, therapeutic relationships What does this paper contribute to the wider global clinical community?• This paper highlights the dearth of research into the experiences of registered nurses caring for people with ID in acute care settings.• Registered nurses might feel underprepared to care for people with ID, challenged by difficult communicative interactions, and ambivalent about caregivers' roles in providing care.• More needs to be known about the experiences of registered nurses caring for people with ID in acute care settings to develop strategies for delivering highquality, sustainable care to this patient population. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Section: Introductionmentioning

confidence: 99%

A narrative review of acute care nurses’ experiences nursing patients with intellectual disability: underprepared, communication barriers and ambiguity about the role of caregivers

Lewis

Gaffney

Wilson

2017

Journal of Clinical Nursing

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“…Nursing students wrote the initial drafts of the standards, collaborating with a librarian to find the best evidence from nursing, medicine, social work, education and psychology on interventions in the areas of concern. Using data from the earlier staff survey and the literature, the standards focus on communication, managing the environment, addressing behaviors that interfere with care, obtaining input from caregivers and assessing the capacity of caregivers to manage ongoing care of individuals with IDDs (Friese and Ailey 2014). Graduate nursing students, after completing human subjects protection training, conducted the retrospective review of patient charts, participated in discussion of what data to collect and how to collect and analyse the data.…”

Section: Case Study: Care Of People With Intellectual and Developmentmentioning

confidence: 99%

“…Before the care plans were implemented and the educational module put online, in-house training workshops were conducted with staff on targeted units about the new standards of patient care and how to access educational materials online; surveys were conducted before and after staff took the online educational module. Another group of students analysed the pre-and post-survey data and found a statistical improvement in nurses' confidence in managing their patients' care (Friese and Ailey 2014). The students are conducting follow-up in-house training workshops and ongoing chart reviews are planned to determine use of the standards of patient care.…”

Section: Case Study: Care Of People With Intellectual and Developmentmentioning

confidence: 99%

Educating nursing students in clinical leadership

et al. 2015

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One of the goals of nursing education is to develop caring and responsible nurses with clinical reasoning skills who are capable of improving outcomes in complex healthcare systems. Using the Model of Situated Learning in Nursing Leadership, generalist entry graduate nursing students at Rush University in Chicago, part of a large academic medical centre with Magnet recognition for excellence in nursing practice, are educated using a curriculum based on the clinical nurse leader (CNL) competencies. This article presents a case study that demonstrates how the model is used to provide experiences for learning the CNL role. The students learn leadership in practice through their involvement in ongoing efforts at the medical centre to improve the care of patients with intellectual and developmental disabilities. The case study provides lessons in teaching CNL leadership competencies through efforts to improve the quality of care for an at-risk group of patients.

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“…Mortality rates from pneumonia, a frequent complication of COVID-19, are also higher in people with DD compared with the general population 4 . Furthermore, people with DD face high rates of hospitalizations and increased iatrogenic complications as compared to those without DD 12 . Despite their vulnerable and high-risk status, our search in March 2020 of the CINAHL, MEDLINE, and PsychInfo databases identified no studies exploring the impact of COVID-19 in people with DD.…”

Section: Introductionmentioning

confidence: 99%

Impact of COVID-19: Nursing challenges to meeting the care needs of people with developmental disabilities

Desroches

Ailey

Fisher

et al. 2021

Disability and Health Journal

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Background People with developmental disabilities (DD) are a population at high-risk for poor outcomes related to COVID-19. COVID-19-specific risks, including greater comorbidities and congregate living situations in persons with DD compound existing health disparities. With their expertise in care of persons with DD and understanding of basic principles of infection control, DD nurses are well-prepared to advocate for the needs of people with DD during the COVID-19 pandemic. Objective To assess the challenges faced by nurses caring for persons with DD during the COVID-19 pandemic and how the challenges impact people with DD. Methods We surveyed 556 DD nurses, from April 6-20, 2020. The 35-item mixed-method survey asked nurses to rate the degree of challenge to meeting the care needs of people with DD. We analyzed responses based on presence of COVID-19 in the care setting and geographically. One open-ended question elicited challenges not included in the survey, which we analyzed using manifest content analysis. Results Startlingly, nurses reported being excluded from COVID-19 planning, and an absence of public health guidelines specific to persons with DD, despite their high-risk status. Obtaining PPE and sanitizers and meeting social-behavioral care needs were most highly ranked challenges. COVID-19 impacted nurses' ability to maintain adequate staffing and perform essential aspects of care. No significant geographic differences were noted. Conclusions DD nurses must be involved in public health planning and policy development to ensure that basic care needs of persons with DD are met, and the disproportionate burden of COVID-19 in this vulnerable population is reduced.

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Specific standards of care for adults with intellectual disabilities

Cited by 12 publications

References 0 publications

A narrative review of acute care nurses’ experiences nursing patients with intellectual disability: underprepared, communication barriers and ambiguity about the role of caregivers

A narrative review of acute care nurses’ experiences nursing patients with intellectual disability: underprepared, communication barriers and ambiguity about the role of caregivers

Educating nursing students in clinical leadership

Impact of COVID-19: Nursing challenges to meeting the care needs of people with developmental disabilities

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