Learning Disability Nursing Practice , livre ebook

Andrews UK - Mark Jukes

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290 pages

English

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Description

This text encapsulates not only the origins of nursing in the learning disability field but also contemporary perspectives and areas for specialist nursing practice. The book is divided into four sections: origins, perspectives, practice, and further perspectives. Section one (origins) describes Great Barr Colony and explores the conceptions of practice of actual attendants and nurses who worked there. It gives readers an in-depth focus on aspects of work and practice not accounted for in the literature to date. Section two (perspectives) explores social policy perspectives from the past eras of the workhouse, the colony and the hospital, through to the present age of citizenship. Research in learning disability nursing practice is identifi ed through scoping exercises to identify its current status. The section questions the research and practice developments that have come of age and that constitute a challenge within an evidence-based health and social care world. Section three (practice) identifi es a wide range of specialist areas of nursing practice, including community learning disability nursing, epilepsy, forensics, health facilitation, autism, mental health, challenging behaviour, children s services and working with people with profound and multiple learning disabilities. Section four (further perspectives) addresses areas of contemporary and future concern, namely, educational curricula for nurses and the importance of inter-professional education and practice development.

Sujets

Médecine

Nursing

List of nursing specialties

Informations

Publié par	Andrews UK
Date de parution	22 octobre 2014
Nombre de lectures	0
EAN13	9781856424769
Langue	English

Informations légales : prix de location à la page 0,1500€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Title page
Learning Disability Nursing Practice
Origins, perspectives and practice
Edited by Mark Jukes

Publisher information
Quay Books Division, MA Healthcare Ltd, St Jude’s Church, Dulwich Road, London SE24 0PB
© MA Healthcare Limited 2009
2014 digital version by Andrews UK Limited
www.andrewsuk.com
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission from the publishers.

Contributors
Editor
Mark Jukes is Reader in Learning Disabilities, Department of Community Health and Social Work, Birmingham City University, Edgbaston Campus, Birmingham, England
Contributors
Peter Allen is a retired biomedical scientist. Much of his career was spent at St Margaret’s Hospital, Walsall. He is a well-known local historian with a particular interest in social history. He can be contacted at 130 Dunsheath, Hollinswood, Telford, Shropshire TF3 2DB, England
Jill Aylott has a PhD in Autism and is Research Lead at the Centre for Professional and Organisation Development, Faculty of Health and Wellbeing, Sheffield Hallam University, Sheffield, England
Owen Barr is Head of School, School of Nursing, University of Ulster, Londonderry, Northern Ireland
Susan Brady is Clinical Lead for Health Facilitation and an Advanced Nurse Practitioner for Learning Disabilities Services in South Birmingham Primary Care Trust, Birmingham, England
Martin Bollard is Senior Lecturer in Learning Disabilities and CiPel Reader, Coventry University, Coventry, England
Catherine Doherty is Epilepsy Specialist Nurse, St. Stephens Centre, South Birmingham Primary Care Trust, Birmingham, England
Carmel Doyle is Lecturer in Intellectual Disabilities, School of Nursing and Midwifery, Trinity College, Dublin, Eire
Dave Ferguson is Consultant Nurse (Mental Health in Learning Disability) and Academic Practitioner, Hampshire Partnership NHS Foundation Trust and University of Southampton, Southampton, England
Tony Gilbert is Deputy Head of School of Social Work and Primary Care, Plymouth University, Plymouth, England
Colin Griffiths is Lecturer in Intellectual Disabilities, School of Nursing and Midwifery, Trinity College, Dublin, Eire
Bob Hallawell is Academic Lead in Learning Disability, Division of Nursing, School of Nursing, Midwifery and Physiotherapy, University of Nottingham, Nottingham, England
Simon Jones is Deputy Service Manager, Bristol Community Learning Difficulty Service, Bristol, England
Anne Kingdon is Consultant Nurse in Learning Disabilities (Forensic), Cheshire and Wirral Partnership NHS Foundation Trust, and Honorary Senior Lecturer, University of Chester, England
Duncan Mitchell is Professor of Health and Disability, Manchester Metropolitan University and Head of Clinical Services, Manchester Learning Disability Partnership, Manchester, England
Ruth Northway is Professor of Learning Disability Nursing, Unit for Development in Intellectual Disabilities, Faculty of Health, Sport and Science, University of Glamorgan, Pontypridd, Wales
Tony Osgood is Lecturer in Intellectual and Developmental Disability, Tizard Centre, University of Canterbury, England
Penny Pritchard is Service Manager, Developmental Neurosciences and Learning Disabilities Directorate, Stonefield House, St. Georges Hospital, South Staffordshire and Shropshire Healthcare NHS Foundation Trust, Stafford, England
Fiona Rich is Senior Lecturer in Learning Disabilities, Department of Community Health and Social Work, Birmingham City University, Birmingham, England
Caron Thomas is Consultant Nurse in Learning Disabilities and Head of Nursing, Learning Disabilities, Developmental Neurosciences and Learning Disabilities Directorate, St. Georges Hospital, South Staffordshire and Shropshire Healthcare NHS Foundation Trust, Stafford, England

Introduction
This book claims to be a first in providing a text that encapsulates not only the origins of nursing in the learning disability field but also contemporary perspectives and areas for specialist nursing practice.
Readers may initially be confused when a book which is entitled Learning Disability Nursing Practice commences with three chapters given over to the history of a colony and research into mental deficiency nursing. However, for many readers these chapters will present a rich source of what constitutes a little understood era that promoted segregation, a setting apart from society, as opposed to the now more enlightened approach of citizenship and person-centred practice.
For many students of learning disability nursing, whether working in health or social care settings, their professional and historical roots remain largely hidden or are portrayed negatively through reported scandals and inquiries. This book therefore intentionally covers a significant part of the history of this branch of nursing and traces the beginnings of a unique colony for people known to be mentally deficient, in the context of society, and the creation of social policy which advocated a solution to what was called mental deficiency.
The book is divided into four sections: origins, perspectives, practice, and further perspectives.
Section one (origins) describes Great Barr Colony and explores the conceptions of practice of actual attendants and nurses who worked there. It gives readers an in-depth focus on aspects of work and practice not accounted for in the literature to date.
Section two (perspectives) explores social policy perspectives from the past eras of the workhouse, the colony and the hospital, through to the present age of citizenship. Research in learning disability nursing practice is identified through scoping exercises to identify its current status. The section questions the research and practice developments that have come of age and that constitute a challenge within an evidence-based health and social care world.
Section three (practice) identifies a wide range of specialist areas of nursing practice, including community learning disability nursing, epilepsy, forensics, health facilitation, autism, mental health, challenging behaviour, children’s services and working with people with profound and multiple learning disabilities.
Section four (further perspectives) addresses areas of contemporary and future concern, namely, educational curricula for nurses and the importance of inter-professional education and practice development.
Section One: Origins
Chapter 1 by Peter Allen opens with an in-depth account of the history of Great Barr Park Colony, later to be known as St. Margarets Hospital. Its aim is to contextualise the era of the colony and hospital in terms of the social policy that influenced such provisions for people who, over time, and through the nomenclature of perjorative labels, were deemed as being mentally defective, subnormal or having a mental handicap.
Mark Jukes follows in Chapter 2 with research that examines the perceptions of practice of attendants and nurses who were trained and worked at Great Barr Park Colony from 1927 up to the formation of the National Health Service in 1948.
In Chapter 3 Duncan Mitchell concludes the section with an in-depth account of the difficulties in the relationship between mental deficiency and learning disability nursing. The focus is upon the work of the General Nursing Council and how it grappled with the question of whether work in mental deficiency could be described as nursing.
Section Two: Perspectives
Tony Gilbert, in Chapter 4 , commences this section with an in-depth appraisal of social policy adopting a theme of ‘The Four Ages of Learning Disability’: the age of the workhouse, the age of the colony, the age of normalisation and the age of citizenship.
Ruth Northway ( Chapter 5 ) considers and pursues learning disability research in terms of promoting this essential activity. She generates ideas about how this can be effectively achieved. Recent work is highlighted which places into perspective the current status of research within learning disability nursing practice.
Section Three: Practice
This section commences with Chapter 6 on the development of community learning disability nursing from its origins to contemporary practice. What is illustrated is an area of work that has been determined and influenced through external events and policies, rather than by internal appraisal and analysis from nurses themselves. Mark Jukes and Simon Jones identify that learning disability nurses have a predominantly health focus, which has the potential impact of promoting change and inclusion for people with learning disabilities and their families.
Susan Brady in Chapter 7 continues the theme of health in this section on learning disability nursing practices. She provides an in-depth analysis into her work and research as a strategic health facilitator in Birmingham. Susan’s research focuses on the adoption of an electronic health screening template by general practitioners, with the ultimate aim of improving health screening for people with an intellectual disability.
Epilepsy and learning disability are almost synonymous by virtue of their co-existence in this population. In Chapter 8 Fiona Rich and Catherine Doherty present an extensive and comprehensive overview of epilepsy, and also consider the role of the learning disability nurse as a specialist practitioner.
In Chapter 9 Colin Griffiths and Carmel Doyle explore key areas for assessment and health planning which are essential to apply when relating and working with people who have a profound and multiple learning disability. With