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Supporting students to care for people with learning disabilities.

NHS Education for Scotland is working with higher education institutions and other partners to contribute to recommendations outlined in Strengthening the Commitment, the UK-wide review of learning disability nursing. This article focuses on the recommendation to help undergraduates in adult, mental...

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Published in:Learning Disability Practice Vol. 19; no. 3; pp. 24 - 28
Main Authors: Kwiatek, Elaine, Powell, Hazel, Mathieson, Alex
Format: Journal Article
Published: Royal College of Nursing of the United Kingdom (The) Apr2016
Online Access:View this record in EBSCOhost
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        atl: Supporting students to care for people with learning disabilities.
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          Kwiatek, Elaine
          Powell, Hazel
          Mathieson, Alex
        affil: Education project manager, NHS Education, Scotland
      sug:
        subj:
          Nurses Education
          Intellectual Disability Nursing
          Clinical Competence
          National Health Programs Scotland
          Teaching Methods
          Scotland
          Attitude to Disability
          Organizational Change
          Quality of Health Care
          Quality Improvement
      ab: NHS Education for Scotland is working with higher education institutions and other partners to contribute to recommendations outlined in Strengthening the Commitment, the UK-wide review of learning disability nursing. This article focuses on the recommendation to help undergraduates in adult, mental health and children's nursing to develop core knowledge and skills necessary to work safely and appropriately with people with learning disabilities in general health services. Traditional ways to help students gain experience of caring for people with learning disabilities have tended to depend on the commitment of individual lecturers, and consequently have been inconsistent. This article describes how the 'Thinking Space' approach was used to support lecturers and other professionals in enabling students to achieve required outcomes regarding learning disability care, and to meet the requirements of the review's recommendation.
      pubtype: Academic Journal
      doctype: Journal Article
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    language: English
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