Training needs analysis of nurses caring for individuals an intellectual disability and or autism spectrum disorder in a forensic service

Abstract

Purpose Examining the education and training needs of forensic nurses is paramount as services move from the older institutions to new care settings. The purpose of this study was to identify Irish Forensic nurses perceived deficits in their knowledge and skills to assist them to provide effective seamless care for individuals with an intellectual disability within their forensic mental health service, so that appropriate training could be provided. Design/methodology/approach Training needs analysis (TNA) procedures are used as a way of establishing the continuing processional development of staff, as they seek to identify the gaps between the knowledge and skills of an individual and the need for further training. A training needs tool developed by Hicks and Hennessy (2011) was used and completed by nurses working in an Irish forensic mental health service. A total of 140 surveys were circulated and 74 were completed (51 per cent response). Findings The top priority training needs identified were for additional training in research and audit and in the use of technology. Other self-identified training needs included additional training in behavioural management for challenging behaviour, understanding mental health and intellectual disability and dual diagnosis, training in enhancing communication skills and how to work with patients who have an intellectual disability patients specific training on autistic spectrum disorders and a guide and template for advance individual care planning and for caring for the physical health needs and promoting the physical health needs of these patients. Originality/value Despite there being a vast range of training issues identified, the majority of nurses appear to have a clear idea of their training needs to ensure the provision of seamless care for individuals with an intellectual disability within a forensic mental health setting. This TNA has identified the specific needs of nursing staff working at different positions across the interface of intellectual disability and forensic mental health care.

Swedish registered nurses’ perceptions of caring for patients with intellectual and developmental disability: A qualitative descriptive study

“…Therefore, it is noteworthy that until recently and despite its importance, little research has examined the work and role of RNs for patients with intellectual and developmental disability (IDD) in more detail. Recent research seems to focus on parents with a child with an IDD and their experiences of hospitalisation (Mimmo et al., 2019), the transition from child to adult healthcare (Brown et al, 2019), health and social care for those with a dual diagnosis, for example, IDD and psychiatric health problems (Bakken & Sageng, 2016) or IDD, dementia and pain (Dillane & Doody, 2019), challenging behaviour associated with IDD (Axmon et al., 2018; Bigby, 2012), burn out among frontline carers of individuals with IDD (Finkelstein et al, 2018) and the education and training needs for nursing students (Burke & Cocoman, 2020; Doody et al., 2019; Furst & Salvador‐Carulla, 2019; Wilson et al, 2019). Research has also shown that RNs feel unprepared to support this group of patients.…”

The challenges confronting the training needs assessment in Saudi Arabian higher education

“…Mayombe, Burke and Cocoman Hussain and Taylor and O'Driscoll 6,[29][30][31] noted that developing and developed countries face several serious challenges with TNA and employee development including inadequate funding, insufficient literate instructors, poor remuneration of facilitators, a dearth of skilled manpower and favouritism. Training requirements can be discovered and evaluation of the range and class of essential resources to fund the training carried out through the TNA procedure, 32 but as environmental aspects can affect the T&D system in terms of its complete effectiveness, 33 training must never be examined during the original phase.…”

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

“…Training needs analysis 228 Postgraduate education 229 Review of the impact of postgraduate education 230 Co-operative learning 231…”