scholarly journals Specialist hospital treatment and care as reported by children with intellectual disabilities and a cleft lip and/or palate, their parents and healthcare professionals

2019 ◽  
Vol 33 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Amanda Bates ◽  
Rachel Forrester‐Jones ◽  
Michelle McCarthy
Keyword(s):  
Intellectual Disabilities ◽  
Cleft Lip ◽  
Healthcare Professionals ◽  
Hospital Treatment

Pain management in persons with intellectual disabilities living in institutions

2020 ◽  
Vol 33 (1) ◽  
pp. 35-39
Author(s):  
G. Pickering ◽  
A. Boyer ◽  
N. Danglades ◽  
S. Arondo ◽  
C. Lucchini ◽  
...  
Keyword(s):  
Pain Management ◽  
Intellectual Disabilities ◽  
Pain Assessment ◽  
Healthcare Professionals ◽  
Opioid Analgesic ◽  
Pain Evaluation ◽  
Vulnerable Patients ◽  
Assessment And Treatment ◽  
Effective Assessment ◽  
Pain Care

Background: Persons with severe intellectual disabilities often live in specialised care settings and suffer from comorbidities, some of them generating pain. The literature concerning pain assessment and management in this population is however limited. The main objective of this study was to determine the modalities of pain care in a sample of French institutions. Methods: This observational study focused on the modalities of pain assessment and management in six specialised care settings for persons with intellectual and/or psychomotor disabilities. Information about patients, pain evaluation, prevalence and how do healthcare professionals assess pain in noncommunicating intellectually disabled people was recorded. Results: The study included 218 residents and over the last month, 55% had pain, 87% suffered from acute pain and 16% from neuropathic pain. The use of pain scales for patients with communication impairment was unknown to the majority of healthcare professionals. Patients were prescribed 4 drugs a day, 68% had psychotropic drugs and over the last month, 98% of painful residents had received a non-opioid analgesic combined with a non-pharmacological technique in 78 % of them. Conclusion: Pain management must be carried out through accurate pain assessment and the limited knowledge of caregivers about pain assessment methods might contribute to insufficient pain care. It is necessary to train all caregivers about pain evaluation tools that must be adapted to the disability profile of the residents in order to provide the most effective assessment and treatment in these vulnerable patients.

Dental prevention in children with cleft deformities

2018 ◽  
Vol 9 (4) ◽  
pp. 137-140
Author(s):  
Aneesh Kalra ◽  
Nabina Bhujel ◽  
Mina Vaidyanathan
Keyword(s):  
Cleft Lip ◽  
Healthcare Professionals ◽  
Preventive Measures ◽  
Increased Risk ◽  
Preventive Dental

Children born with a cleft lip and/or palate are at increased risk of experiencing dental problems compared with the population without clefts. 1 This article explores the amount of preventive dental advice parents receive for their children with cleft lip and/or palate by healthcare professionals and whether there is a need to focus more on preventive measures.

Involving people with intellectual disabilities in the assessment of healthcare professionals

2014 ◽  
Vol 8 (6) ◽  
pp. 362-369 ◽  
Author(s):  
Sujata Soni ◽  
Ian Hall ◽  
Phill Doulton ◽  
Peter Bowie
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Healthcare Professionals ◽  
Quality Of Healthcare ◽  
Simulated Patients ◽  
Content Type ◽  
Department Of Health ◽  
Potential Benefits ◽  
People With Intellectual Disabilities ◽  
Training Programmes

Purpose – It is widely recognised that people with intellectual disabilities receive a poorer quality of healthcare than their non-disabled counterparts. Training for healthcare professionals in intellectual disability is often scant or non-existent. The purpose of this paper is to explore the usefulness of employing actors with intellectual disabilities as simulated patients in the assessment of trainee psychiatrists. Design/methodology/approach – The development of a structured clinical exam “station” designed to assess the ability of trainee psychiatrists to communicate with a simulated patient played by an actor with an intellectual disability is described. The paper also assesses the potential benefits of this kind of assessment and the experience of actors and examiners taking part in this process. Findings – The station was found to perform well in discriminating between candidates of various abilities and was well received by actors, examiners and observers. The station is now routinely used in the formal assessment of trainee psychiatrists. Practical implications – The use of people with intellectual disabilities in training and assessment appears to be advantageous in terms of improving knowledge, attitudes and skills amongst healthcare professionals and gives increased opportunities for people with intellectual disabilities to undertake valued social roles. Originality/value – Few institutions currently employ actors with intellectual disabilities as simulated patients as part of their training programmes and as a result there is little in the way of literature on this subject. This paper describes an alternative approach to teaching and assessment which falls in line with recommendations from the Department of Health to involve service users in the training of healthcare professionals.

scholarly journals Education creates comfort and challenges stigma towards children with intellectual disabilities

2017 ◽  
Vol 22 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Lynn M Breau ◽  
Megan Aston ◽  
Emily MacLeod
Keyword(s):  
Qualitative Study ◽  
Intellectual Disabilities ◽  
Healthcare System ◽  
Healthcare Professionals ◽  
Typically Developing ◽  
Burden Of Care ◽  
Typically Developing Children ◽  
Feminist Poststructuralism ◽  
Frequent Users ◽  
Physical Care

Children with intellectual disabilities (IDs) are frequent users of the healthcare system, yet nurses report they receive little education regarding specialized medical, social and relational needs of this population. Therefore, parents take on a greater burden of care while their child is in hospital than do parents of typically developing children. This article reports findings from a qualitative study that used feminist poststructuralism to examine the hospital experiences of eight children with IDs, 17 mothers and 12 nurses. Nurses and mothers reported a lack of knowledge and education regarding the healthcare of children with ID and identified a need for more education. Participants noted that physical care of children with ID was prioritized as more important than communication and relationships. This unintentional prioritization was socially and institutionally constructed through stigma and stereotypes about people with IDs. Nurses and parents offered suggestions to access and increase ID education for healthcare professionals.

scholarly journals Communication skills training for healthcare students working with people with intellectual disabilities

2018 ◽  
Vol 25 (2) ◽  
pp. 74-77
Author(s):  
Elizabeth Metcalf ◽  
Robert Colgate
Keyword(s):  
General Population ◽  
Intellectual Disabilities ◽  
Communication Skills ◽  
Healthcare Professionals ◽  
Effective Communication ◽  
Skills Training ◽  
Communication Skills Training ◽  
Healthcare Students ◽  
People With Intellectual Disabilities ◽  
Authentic Communication

SUMMARYEffective communication skills are essential for all healthcare professionals. Specialist teaching on communicating with people with intellectual disabilities is often lacking, resulting in poorer healthcare and worse outcomes than in the general population. Working with professionally trained actors with intellectual disabilities, we developed an interprofessional workshop that sought to provide authentic communication skills training to enable healthcare students from various disciplines to communicate effectively with patients of all abilities. In a survey, students reported that they found the workshops rewarding and confidence-building, and that they learnt more about the roles of their interprofessional colleagues.DECLARATION OF INTERESTNone.

Simulation training to support healthcare professionals to meet the health needs of people with intellectual disabilities

2016 ◽  
Vol 10 (5) ◽  
pp. 284-292 ◽  
Author(s):  
Grégoire Billon ◽  
Chris Attoe ◽  
Karina Marshall-Tate ◽  
Samantha Riches ◽  
James Wheildon ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Health Inequalities ◽  
Simulation Training ◽  
Healthcare Professionals ◽  
Health Needs ◽  
Simulated Patients ◽  
Free Text ◽  
Content Type ◽  
People With Intellectual Disabilities ◽  
The Impact

Purpose The purpose of this paper is to discuss the role of education and training in addressing health inequalities in intellectual disabilities, before examining innovative approaches to healthcare education. Preliminary findings of a simulation training course to support healthcare professionals to work with people with intellectual disability are then presented. Design/methodology/approach This study employed a mixed methods design to assess the impact of the simulation course. Quantitative data were collected using the Healthcare Skills Questionnaire and a self-report confidence measure; qualitative data were collected using post-course survey with free text responses to open questions. Findings Healthcare skills and confidence showed statistical improvements from pre- to post-course. Qualitative analyses demonstrated that participants perceived improvements to: attitudes, communication skills, reasonable adjustments, interprofessional and multi-disciplinary working, knowledge of key issues in working with people with intellectual disabilities. Practical implications Encouraging findings imply that simulation training to address health inequalities in intellectual disabilities is a valuable resource that merits further development. This training should be rolled out more widely, along with ongoing longitudinal evaluation via robust methods to gauge the impact on participants, their workplaces, and people with intellectual disabilities. Originality/value The authors believe this paper to be the first to assess an interprofessional, high-fidelity simulation course, using actors as simulated patients to address the mental and physical health needs of people with intellectual disabilities. The rigorous use of co-production and co-delivery, alongside promising findings for this training method, represent a useful contribution to the literature.

Avoiding delays in diagnosis: the importance of proactive liaison and education of staff in the general hospital

2014 ◽  
Vol 8 (6) ◽  
pp. 399-402 ◽  
Author(s):  
Anna Walder ◽  
Robert Green ◽  
Sujata Soni
Keyword(s):  
Intellectual Disabilities ◽  
Learning Disability ◽  
General Hospital ◽  
Design Methodology ◽  
Healthcare Professionals ◽  
Mental Health Problems ◽  
Subsequent Treatment ◽  
Content Type ◽  
People With Intellectual Disabilities ◽  
Delays In Diagnosis

Purpose – The purpose of this paper is to illustrate the difficulties patients with intellectual disabilities face when they present to a general hospital with ambiguous symptoms and highlights the importance of adequate training for general staff in caring for people with learning disabilities. Design/methodology/approach – The authors describe the pathway of a person with a learning disability and mental health problems from A&E, through a general hospital, to discharge and the problems encountered in terms of diagnostic clarity and subsequent treatment. Findings – Delay in recognising a psychiatric cause for his symptoms and wrongly attributing his symptoms to his learning disability may have led to a protracted admission and invasive tests. Originality/value – Education of healthcare professionals and proactive liaison work can help improve outcomes for people with intellectual disabilities when they are admitted to generic services.

Involving people with intellectual disabilities in the formal assessment of psychiatrists’ skills

2016 ◽  
Vol 33 (S1) ◽  
pp. S16-S16
Author(s):  
S. Soni ◽  
I. Hall ◽  
P. Doulton ◽  
P. Bowie
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Healthcare Professionals ◽  
Quality Of Healthcare ◽  
Simulated Patients ◽  
Formal Assessment ◽  
People With Intellectual Disabilities ◽  
Competing Interest ◽  
Training Programmes ◽  
The Uk

PurposeIt is widely recognised that people with intellectual disabilities receive a poorer quality of healthcare than their non-disabled counterparts. Training for healthcare professionals in intellectual disability is often scant or non-existent. The purpose of this work is to explore the usefulness of employing actors with intellectual disabilities as simulated patients in the assessment of trainee psychiatrists.Design/methodology/approachThe development of a structured clinical exam “station” designed to assess the ability of trainee psychiatrists to communicate with a simulated patient played by an actor with an intellectual disability is described. The paper also assesses the potential benefits of this kind of assessment and the experience of actors and examiners taking part in this process.FindingsThe station was found to perform well in discriminating between candidates of various abilities and was well received by actors, examiners and observers. The station is now routinely used in the formal assessment of trainee psychiatrists in the UK.Practical implicationsThe use of people with intellectual disabilities in training and assessment appears to be advantageous in terms of improving knowledge, attitudes and skills amongst healthcare professionals and gives increased opportunities for people with intellectual disabilities to undertake valued social roles.Originality/valueFew institutions currently employ actors with intellectual disabilities as simulated patients as part of their training programmes and as a result there is little in the way of literature on this subject. This paper describes an alternative approach to teaching and assessment which falls in line with recommendations from the UK Department of Health to involve service users in the training of healthcare professionals.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Aesthetic Evaluation of the Nasolabial Region in Children with Unilateral Cleft Lip and Palate Comparing Expert versus Nonexperience Health Professionals

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Tatiana Saito Paiva ◽  
Marcia Andre ◽  
Wellingson Silva Paiva ◽  
Beatriz Silva Camara Mattos
Keyword(s):  
Cleft Lip ◽  
Healthcare Professionals ◽  
Cleft Lip And Palate ◽  
Aesthetic Evaluation ◽  
Treatment Protocols ◽  
Surgical Interventions ◽  
Photographic Images ◽  
Rehabilitation Outcomes ◽  
Significant Difference

Esthetic evaluation of cleft lip and palate rehabilitation outcomes may assist in the determination of new surgical interventions and aid in reevaluation of treatment protocols. Our objective was to compare esthetics assessments of the nasolabial region in children with a unilateral cleft lip and palate between healthcare professionals who were experienced in the treatment of cleft lip and palate and those who were inexperienced. The study group included 55 patients between 6 and 12 years of age who had already undergone primary reconstructive surgery for unilateral cleft lip. Standardized digital photographs were obtained, and the esthetic features of the nose, lip, and nasolabial region were evaluated. We used only cropped photographic images in the assessments of healthcare professionals with and without experience in cleft lip and palate. Interrater analysis revealed highly reliable assessments made by both the experienced and inexperienced professionals. There was no statistically significant difference in the esthetic attractiveness of the lip and nose between the experienced and inexperienced professionals. Compared with the inexperienced professionals, the experienced professional evaluators showed higher satisfaction with the esthetic appearance of the nasolabial region; however, no difference was observed in the analysis of the lip or nose alone.

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