scholarly journals Improving services for people with learning disabilities and dementia: Findings from a service evaluation exploring the perspectives of health and social care professionals

2017 ◽  
Vol 46 (1) ◽  
pp. 33-44 ◽  
Author(s):  
Melanie Chapman ◽  
Huma Lacey ◽  
Nicola Jervis
Keyword(s):  
Learning Disabilities ◽  
Social Care ◽  
Service Evaluation ◽  
Health And Social Care

scholarly journals Ageing and learning disability

2000 ◽  
Vol 176 (1) ◽  
pp. 26-31 ◽  
Author(s):  
A. J. Holland
Keyword(s):  
Learning Disabilities ◽  
Life Expectancy ◽  
Learning Disability ◽  
Social Care ◽  
Developmental Process ◽  
Social Issues ◽  
Later Life ◽  
Severe Disabilities ◽  
Age Related ◽  
Health And Social Care

BackgroundAgeing is a continuation of the developmental process and is influenced by genetic and other biological factors as well as personal and social circumstances.AimsTo identify some key biological, psychological and social issues relevant to how ageing might particularly effect people with learning disabilities.MethodThis selected review considers the extent to which there are similarities and differences relative to people without learning disabilities.ResultsThere is a convergence, in later life, between people with a learning disability and those without, owing to the reduced life expectancy of people with more severe disabilities. People with Down's syndrome have particular risks of age-related problems relatively early in life.ConclusionsThe improved life expectancy of people with learning disabilities is well established. There is a lack of a concerted response to ensure that the best possible health and social care is provided for people with learning disabilities in later life.

scholarly journals Analysis of Data Use Registers published by health data custodians in the UK

2021 ◽  
Author(s):  
Nada Karrar ◽  
Shahriar Kabir Khan ◽  
Sinduja Manohar ◽  
Paola Quattroni ◽  
David Seymour ◽  
...  
Keyword(s):  
Social Care ◽  
Data Use ◽  
Service Evaluation ◽  
Health Data ◽  
The Public ◽  
The United Kingdom ◽  
Health And Social Care ◽  
Public Record ◽  
The Uk ◽  
Research Alliance

Transparency of how health and social care data is used by researchers is crucial to building public trust. We define 'data use registers' as a public record of data an organisation has shared with other individuals or organisations for the purpose of research, innovation and service evaluation, and are used by some data custodians across the United Kingdom to increase transparency of data use. They typically contain information about the type of data being shared, the purpose, date of approval and name of organisation or individual using (or receiving) the data. However, information published lacks standardisation across organisations. Registers do not yet have a consistent approach and are often incomplete, updated infrequently and not accessible to the public. In this paper, we present an empirical analysis of existing data use registers in the UK and investigate accessibility, content, format and frequency of updates across health data organisations. This analysis will inform future recommendations for a data use register standard that will be published by the UK Health Data Research Alliance.

scholarly journals Health and social care access for adults with learning disabilities across the UK during the COVID-19 pandemic in 2020

2021 ◽  
Vol 26 (3) ◽  
pp. 174-179
Author(s):  
Samantha Flynn ◽  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Northern Ireland ◽  
Social Care ◽  
Family Carers ◽  
Content Type ◽  
Care Services ◽  
Health And Social Care ◽  
Adults With Learning Disabilities ◽  
The Uk ◽  
The Impact

Purpose This paper aims to present data about access to health and social care services during the COVID-19 pandemic for adults with learning disabilities across England, Northern Ireland, Scotland and Wales. Design/methodology/approach Data were collected directly from 621 adults with learning disabilities and through separate proxy reports by family carers and paid support staff of another 378 adults with learning disabilities. The data were collected between December 2020 and February 2021 and concerned the use of health and social care services since the start of the first COVID-19 national lockdown in March 2020. Findings Access to and use of health and social care services significantly reduced for adults with learning disabilities across the UK during the COVID-19 pandemic between March 2020 and February 2021, with many people not receiving any services at all during that period. Similar patterns were seen across England, Northern Ireland, Scotland and Wales. However, data suggest some variations between countries for some services. Practical implications Future pandemic planning must ensure that access to these essential services is not completely lost for adults with learning disabilities and their family carers, as it was in some cases during the COVID-19 pandemic in 2020. Originality/value This is the largest study about the impact of the COVID-19 pandemic on health and social care services for adults with learning disabilities in the UK. The authors primarily collected data directly from adults with learning disabilities, and worked with partner organisations of people with learning disabilities throughout the study.

Closed cultures in health and social care services

2021 ◽  
Vol 23 (10) ◽  
pp. 1-5
Author(s):  
Amanda Halliwell
Keyword(s):  
Learning Disabilities ◽  
Care Setting ◽  
Social Care ◽  
Care Quality ◽  
Service Users ◽  
Care Services ◽  
Health And Social Care

Closed cultures can occur in any health or social care setting and have been shown to harm service users. In practice, risks are higher in services for people with learning disabilities and autism. Amanda Halliwell rounds up the Care Quality Commission's latest reporting in this area.

scholarly journals ‘Difficult Conversations’: evaluation of multiprofessional training

2017 ◽  
Vol 8 (1) ◽  
pp. 45-48 ◽  
Author(s):  
Lisa Jane Brighton ◽  
Lucy Ellen Selman ◽  
Nicholas Gough ◽  
JJ Nadicksbernd ◽  
Katherine Bristowe ◽  
...  
Keyword(s):  
Social Care ◽  
Care Home ◽  
Role Play ◽  
Skills Training ◽  
Service Evaluation ◽  
Free Text ◽  
Allied Health Professionals ◽  
Knowledge And Skills ◽  
Difficult Conversations ◽  
Health And Social Care

ObjectivesEvidence-based communication skills training for health and social care professionals is essential to improve the care of seriously ill patients and their families. We aimed to evaluate the self-reported impact of ‘Difficult Conversations’, a multidisciplinary half-day interactive workshop, and gain feedback to inform future development and evaluation.MethodsService evaluation using questionnaire data collected before and immediately after workshops from February 2015 to August 2016 regarding participant self-assessed confidence, knowledge and skills. Qualitative free-text comments provided feedback about the workshop and were subjected to content analysis.ResultsOf 886 workshop participants, 655 completed baseline questionnaires and 714 postworkshop questionnaires; 550 were matched pairs. Participants were qualified or trainee general practitioners (34%), community nurses and care coordinators (32%), social care professionals (7%), care home staff (6%), advanced practice/specialist nurses (5%), care workers (5%) and allied health professionals (3%). All groups demonstrated significant increases in mean self-assessed confidence (2.46, 95% CI 2.41 to 2.51; to 3.20, 95% CI 3.17 to 3.24; P<0.001), knowledge (2.22, 95% CI 2.17 to 2.27; to 3.18, 95% CI 3.14 to 3.22; P<0.001) and skills (2.37, 95% CI 2.32 to 2.42; to 3.09, 95% CI 3.05 to 3.12; P<0.001). Qualitative findings showed participants valued role play, the communication framework acronym and opportunities for discussion. They commended workshop facilitators’ skills, the safe atmosphere and interprofessional learning. Suggested improvements included more prepared role play and greater coverage of the taught topics.Conclusions‘Difficult Conversations’ workshops were associated with improvements in participants’ self-assessed confidence, knowledge, and skills. Our findings identify workshop characteristics that are acceptable to multidisciplinary trainees. Further testing is warranted to determine effectiveness and accurately identify workshop components leading to change.

The personalisation challenge: personalisation for people with learning disabilities and behaviour described as challenging

2013 ◽  
Vol 19 (1) ◽  
pp. 3-10
Author(s):  
Jayne M. Lingard ◽  
Vivien Cooper ◽  
Mick Connell
Keyword(s):  
Learning Disabilities ◽  
Social Care ◽  
Quality Care ◽  
Poor Quality ◽  
Project Team ◽  
Content Type ◽  
East Midlands ◽  
Recommendations For Action ◽  
Health And Social Care ◽  
Small Project

Purpose – The purpose of this paper is to report on a personalisation project run by the Challenging Behaviour Foundation (CBF) which aims to share the identified barriers and solutions to personalisation for people with severe learning disabilities and behaviour described as challenging. Design/methodology/approach – A small project team consisting of a project manager, housing specialist and positive behavioural support specialist worked as consultants with selected East Midlands local authority and NHS commissioners and with six families from other areas. Findings – The main barrier to personalisation was the volume of, and priority given to, safeguarding referrals by frontline commissioning social care workers. This reduced capacity for a proactive approach to support planning. Workers who participated in the project appreciated the expertise and support of the project team and the opportunity to reflect on their work. However, a major project limitation was a lack of time for commissioning workers and managers to engage with the project. Practical implications – The project report provided a series of recommendations for action for commissioners of health and social care support and for families. The Winterbourne View scandal broke as the project was established and its findings are helpful to anyone taking forward action plans to improve commissioning practices to avoid the continued commissioning of poor quality care. Originality/value – The project sought direct engagement in planning in “real time” with frontline commissioning staff and the families of people with severe learning disabilities and behaviour described as challenging. It is hoped that the value of the paper will be to influence NHS and LA commissioners to improve their response to people with severe learning disabilities.

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