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Children with intellectual disability experience significant challenges in accessing and receiving high-quality healthcare leading to poorer health outcomes and negative patient experiences. Families of these children often report a need for healthcare staff to better understand, communicate, and collaborate for better care while staff acknowledge a lack of training. To address this, we utilised an action research framework with a pre- and post- survey to evaluate an integrated continuing professional development and quality improvement program combining strategies from education, behavioural psychology and quality improvement that was delivered in two departments within a tertiary children's Hospital in Metropolitan Sydney in 2019-2020. Parents reported noticeable changes in the clinical practice of staff, and staff acknowledged and attributed their shift in behaviour to raising awareness and discussions around necessary adaptations. The program demonstrates a novel method for knowledge translation to practice and systems improvements. [ABSTRACT FROM AUTHOR]

Aim: People with developmental disabilities (DDs) experience significant barriers accessing and receiving optimal health care resulting in poorer health‐care outcomes. Continuing professional development (CPD) represents an effective means to alter health‐care staff behaviour to improve the care of people with DDs. However, given the scepticism regarding the effectiveness of certain CPD models' ability to alter learner's workplace behaviour, the current pilot study developed and determined the feasibility of a novel CPD programme aimed at improving the health care provided to children with DDs. Methods: Motivation for Change (MFC) is a novel CPD programme based on empirically based behaviour and educational strategies including motivational interviewing, flipped classroom and process mapping. It utilises input of patients, practitioners, and family members during administration of the programme. MFC was administered with 14 staff members in a Sydney Children's Hospital Sleep service. Results: After MFC engagement, staff reported significant improvements in their knowledge of behavioural characteristics of children with DDs, the difficulties they face, how best to support them within the learner's work setting and confidence in working with children with DDs. There was a non‐significant decline in their reported need for further training and expressed high level of satisfaction with the MFC programme. Conclusion: MFC represents a feasible means of providing CPD to health‐care staff but further research is needed to determine objective clinical behavioural change. Evaluation of the impact on patient health outcomes, parent/child satisfaction, staff sustainability and overall system functioning is also needed. It may represent an effective model of CPD for other targets of health‐care improvement. [ABSTRACT FROM AUTHOR]

BackgroundChildren with an intellectual disability (ID) have complex health needs that extend beyond the expected cognitive deficits, affecting a myriad of developmental domains. These children frequently receive inadequate health care such that their needs remain poorly managed. MethodsStaff from the Sydney Children’s Hospital Network (N = 160) completed a survey on attitudes, experiences, and training satisfaction when working with patients with ID. The 48-question needs analysis survey was distributed electronically to staff from a variety of disciplines and experience levels. ResultsAlthough staff considered themselves broadly competent in caring for children with ID, they were less confident in specific skills, such as managing associated challenging behaviours in the clinic. As confidence in skills such as these decreased, the desire for further training increased. ConclusionThis study emphasises the importance of providing accessible, high-quality professional development resources to further develop these skills. [ABSTRACT FROM PUBLISHER]

Introduction: People with intellectual disability (ID) often face additional challenges in accessing health care compared with the general population. In 2012, a pilot multidisciplinary service for children and adolescents (6-18 years of age) with ID was set up by the New South Wales Department of Health in partnership with disability services. Description of practice change implemented: Establishment of a multidisciplinary health team comprising medical, nursing and social work support in a disadvantaged area with a high population of refugees in Sydney. Aim and theory of change: The aim of the pilot service was to test if a multidisciplinary service located in the community improves access to health services and improves the integration and coordination of health and disability services. Targeted population and stakeholders: The target population is school-aged children and adolescents who have a diagnosis of ID and have complex health needs. Stakeholders include the children and their families, the health team staff, specialist and general practice providers, members of the disability and special education sectors, and key staff working for the Intellectual Disability Clinical Network (a government organisation). Timeline: The initial funding was for 3 years commencing mid-2012. Further funding has been granted for the service to continue until 30th December 2019. Innovation, impact and outcomes: A survey was completed in 2015 with 18 health practitioners, which included general practitioners, allied health professionals and case managers. Those who referred individuals to the service found that the service improved their knowledge of the health needs of children, enhanced hospital and community linkages and improved collaboration. The specialists who had patients referred to them also expressed satisfaction and valued receiving comprehensive information about clients. Other benefits reported included better discussion of management plans, collaboration between disciplines, and management of adolescents in transition from paediatric to adult care. A repeat survey done in 2018 with stakeholders confirmed the earlier findings. The major challenges reported lie in the realistic expectation of each other's roles. Comments on sustainability: This model of care has been working for the past 6 years and is likely to be enhanced with more such teams across the age range within the state. Comments on transferability: This model of care can be replicated in other localities with changes in the processes used to suit population needs. Discussion: The positive gains were achieved with a service model that involved collaboration between public-funded health and disability services. However, in 2017 the model of disability service provision changed to an insurance-based model of non-governmental organisations. This has impacted on the way the team functions and requires ongoing work. Conclusions: A multidisciplinary health team for children and adolescents with ID enhances access and the provision of integrated care with disability services, schools and local health providers working together. It also enhances pathways for children to hospitals. Lessons learned: An integrated multidisciplinary team with a flexible model of care is needed to manage the care of these complex patients and families with psychosocial vulnerabilities. The focus should be on both unmet health and social needs. [ABSTRACT FROM AUTHOR]