Learning disability nursing. Interprofessional practice and learning disability nursing.
Several decades of policy and service change in the field of learning disability have set in place new service boundaries in health and social care, leading to different working relationships for professionals based on interprofessional and interagency collaboration. However, economic pressures may...
| Publicado en: | British Journal of Nursing Vol. 12; no. 22; pp. 1335 - 1345 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Mark Allen Holdings Limited
12/11/2003
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106723289&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106723289 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09660461 GHD jtl: British Journal of Nursing issn: 09660461 maglogo: N pubinfo: dt: 12/11/2003 vid: 12 iid: 22 pid: 11383 pub: Mark Allen Holdings Limited artinfo: ui: 106723289 106723289 2004056048 10.12968/bjon.2003.12.22.11897 NLM14688655 106723289 ppf: 1335 ppct: 10 formats: fmt: @attributes: type: P tig: atl: Learning disability nursing. Interprofessional practice and learning disability nursing. aug: au: McCray J affil: Principal Lecturer, Portsmouth Institute of Medicine, Health and Social Care, University of Portsmouth, Portsmouth sug: subj: Clinical Nurse Specialists Psychosocial Factors Intellectual Disability Nursing Multidisciplinary Care Team Administration Nurse Attitudes Nursing Role Clinical Nurse Specialists Administration Clinical Nurse Specialists Education Conflict (Psychology) Data Analysis Education, Social Work England Interprofessional Relations Needs Assessment Patient Advocacy Power Questionnaires Self-Efficacy Semi-Structured Interview Social Work Administration Support, Psychosocial Human ab: Several decades of policy and service change in the field of learning disability have set in place new service boundaries in health and social care, leading to different working relationships for professionals based on interprofessional and interagency collaboration. However, economic pressures may result in agencies offering resource-led rather than needs-led services, resulting in fragmented services and tensions between professional groups faced with tough choices in order to meet the long-term needs of people with learning disabilities. One of the key roles of the registered learning disability nurse (RLDN) is that of facilitator in meeting the healthcare needs of people with learning disabilities, which involves interprofessional working across these new health and social care boundaries. The aim of this article is to present the findings from a small scale research study that was undertaken to explore the views of the RLDN group in relation to interprofessional practice in the long-term support of people with learning disabilities. Set within a grounded theory methodology, this article focuses on one element of the research study, which was a descriptive analysis of individual practitioners' experiences. In documenting the practitioners' accounts, the research begins to identify a series of key roles and significant practice knowledge held by those employed in learning disability nursing positions. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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