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Constipation is a common condition that can have significant adverse effects on people's psychological well-being and quality of life. Chronic constipation is associated with various burdensome symptoms and may lead to serious health issues, such as faecal impaction and bowel obstruction. People with intellectual disabilities may be at increased risk of constipation for several reasons, including side effects of medicines, suboptimal diet and limited mobility. This article outlines the causes and risk factors that can lead to constipation in people with intellectual disabilities. It discusses the prevention, assessment and management of this condition, emphasising the need for a holistic, integrated and person-centred approach. The article also uses a fictional case study to illustrate how such an approach could be applied in practice and to demonstrate the role of nurses in addressing constipation in people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

People with intellectual disabilities have greater health needs than the general population, however they also experience greater inequality in accessing healthcare. Registered intellectual disability nurses (RNIDs) have a primary role in supporting these patients to access adequate healthcare and experience optimal health. Asthma affects many people with intellectual disabilities. This article gives an overview of the condition and discusses RNIDs' role in supporting people to manage their own condition. [ABSTRACT FROM AUTHOR]

A growing body of literature documents multiple morbidities and multiple medication use among older people with intellectual disabilities. In Ireland in 2012,8.6% of all medication-related adverse events were reported from the disability sector. To determine the level of medication use in a long term care centre that was home to 129 older people, the on-site pharmacist performed a base line audit. Results showed that 31,614 oral solid form medications (tablets/capsules) were administered in 28 days with an average of 1,129 administered per day. There was also widespread use of other medication forms, such as liquids, patches and eye drops. Although medication administration may seem to be a 'simple' nursing task, the combination of multiple medication use and medical complexity in this population means that it is often more complicated than fully realised by the staff involved in the process. Pharmacists who serve older people who have intellectual disabilities need to be aware of, and sensitive to, the unique medication needs and vulnerabilities of this population. Medication use is a major therapeutic intervention in this population and it is important that all nursing, medical and pharmacy personnel, service provider management and policy makers are aware of the complexity of the medication use process. [ABSTRACT FROM AUTHOR]

People with intellectual disabilities can have various healthcare needs across their lifespan, which may be closely linked to genetic, biological and/or psychosocial factors. As a result, they may require medicines – some of which may be administered intramuscularly – for various clinical reasons, including as part of the treatment of a range of comorbid physical and mental health conditions. Additionally, this population may not fully understand why certain medicines are administered via the intramuscular (IM) route, nor the potential risks that are involved. Some people with intellectual disabilities may find it distressing to receive medicines via this route, and they may depend on others when making decisions in relation to IM injections. Therefore, it is important for nurses to establish a rapport with patients with intellectual disabilities and gain their consent for the procedure. Nurses also require knowledge of the preparation and administration of IM injections to ensure positive health outcomes. This article aims to enhance intellectual disability nurses' knowledge of this procedure, and to explain how they can mitigate the potential physical and psychological effects that IM injections may have for people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

People with intellectual disabilities want meaningful relationships, which could mean friendship or intimacy. Nurses and other professionals can support children and young people with intellectual disabilities to understand sexuality as well as promoting friendships and safe relationships. However, best practice guidelines are needed to promote consistency in practice that meets their distinct needs. [ABSTRACT FROM AUTHOR]

People with intellectual disability, until recently, had notably earlier mortality rates than the general population, but many are now living into their fifties, sixties and beyond. Many older people with intellectual disabilities lose the ability to perform activities of daily living, which is termed 'mobility decline', and this has implications for service planners and intellectual disability nurses (RNIDs), who must provide appropriately designed services, and ensure they are equipped to meet the needs of this ageing population. This article highlights the importance of the role of RNIDs in assessing mobility, as part of the holistic assessment of older adults with intellectual disability, and describes a variety of resources practitioners can use. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To refresh your knowledge of the clinical aspects of venesection • To increase your awareness of how to make venesection a positive experience for service users • To count towards revalidation as part of your 35 hours of CPD, or you may wish to write a reflective account (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) People with learning disabilities face challenges in accessing healthcare services, particularly testing, screening and monitoring, which means that common conditions are often missed. Like anyone, people with learning disabilities develop conditions that require diagnosis, assessment and monitoring through the laboratory analysis of blood samples, so learning disability nurses need to be skilled at performing venesection. Obtaining informed consent and preparing the person psychologically and emotionally for the procedure is as important to its success as getting the clinical aspects right. This article discusses venesection in people with learning disabilities, explaining how nurses can support them before, during and after the procedure and describing a step-by-step approach to performing venesection in a person with a learning disability. [ABSTRACT FROM AUTHOR]

The insertion of an indwelling urethral catheter is a considered, invasive intervention that places the patient in a position of increased vulnerability. It requires the nurse to have the knowledge, skills and understanding to prepare and perform the procedure while supporting the patient. Such a procedure may evoke a range of emotions and responses in a person with a learning disability. It is important that nurses address the needs of the individual and tailor the care to their needs in a sensitive and respectful manner. [ABSTRACT FROM AUTHOR]

Strengthening the Commitment, the Modernising Learning Disabilities Nursing Review, highlighted the importance of learning disability nurses providing support across the lifespan. This article describes an activity undertaken at the Living the Commitment Conference in Cardiff in November 2016, at which delegates were asked to identify the roles of learning disability nurses at different lifespan stages. The article examines the responses, which were thematically analysed, and highlights a range of support, some of which is provided across all lifespan stages, and some at specific periods. Responses also identified new and emerging roles across a range of settings, and the importance of influencing policy and commissioning of services. It is not possible to determine whether these roles are fulfilled across the UK, and the article recommends scoping these roles, and using the findings to inform development of learning disability nursing practice, education and research. [ABSTRACT FROM AUTHOR]

Three years ago, following surgery to remove all her teeth, a Worcestershire nursing home resident died at the age of 49. Rachel Johnston, who had 'significant learning disabilities', struggled to breathe after discharge back to her home after the procedure in 2018, but staff failed to carry out vital observations or seek emergency assistance. An inquest later concluded that neglect by nursing home staff had contributed to Ms Johnston's death. [ABSTRACT FROM AUTHOR]

The role of the registered nurse in intellectual disability (RNID) includes networking, which is an important aspect of supporting people with an intellectual disability with their health and social care needs. Networking involves RNIDs communicating with various people in intellectual disability services, mainstream health services and local communities. The advent of coronavirus disease 2019 (COVID-19) resulted in RNIDs having to use their networking competences to support clients and their families, particularly in accessing the services they needed to maintain their health during the pandemic. This article examines this networking role and discusses the developments required for RNIDs to support people with an intellectual disability effectively during a pandemic. The article also calls for further research and clarification of the networking aspect of the RNID role. This will provide knowledge that can underpin intellectual disability nursing education and practice. [ABSTRACT FROM AUTHOR]

Sleep problems in children with learning disabilities are common and affect their health and learning, and the health and well-being of their parents and carers. The use of melatonin in this population is growing, but research on its efficacy and safety is conflicting. This article discusses the role of learning disability nurses in supporting children with learning disabilities wit h sleep problems, describes the prevalence and relevance of sleep issues, introduces some behavioural interventions and gives an overview of the use of melatonin. [ABSTRACT FROM AUTHOR]

Status epilepticus (SE) is a complication of epilepsy characterised by prolonged or repeated seizures. It is a life-threatening condition that requires the immediate administration of a rescue medicine. If given promptly, rescue medicines can reduce the duration of seizures and support SE cessation. Buccal midazolam is the recommended first-line treatment for SE in the community in people who have had a previous episode of prolonged or serial convulsive seizures. Therefore, it is crucial that all those who care for people with learning disabilities who have epilepsy in the community – including family members, friends and professional carers – receive support, training and guidance in the administration of buccal midazolam. This article provides an overview of the treatment of SE in the community, including the administration of buccal midazolam. [ABSTRACT FROM AUTHOR]

The University of East Anglia has announced it is closing its learning disability undergraduate degree programme. This comes after similar moves by other institutions in recent years, including London South Bank University. [ABSTRACT FROM AUTHOR]

This article explores the rights-based agenda for social action by intellectual disability nurses working alongside people with intellectual disabilities in Ireland. The author discusses the rights issues raised by people involved in the participatory action movement, ID Rights: Human Rights and People with Intellectual Disabilities. He suggests that such issues, derived not from the expertise of the nurse but from the experience of the person with intellectual disability, constitute rights-based focal points for collaborative social action interventions. The author further proposes that this role of the nurse is a social action one that takes place outside the formal care setting. Although not informed by research but by participatory discussion, important pointers are presented for research and action, including a number of rights-based focal points that have emerged from collaborative discussion. These are structured according to criteria adopted by the International Classification for Nursing Practice and presented in the context of the United National Convention on the Rights for Persons with Disabilities. [ABSTRACT FROM AUTHOR]

Attending healthcare appointments can be challenging for people with learning disabilities, prompting anxiety that can keep them away. [ABSTRACT FROM AUTHOR]

AUTH Why you should read this article: • To understand the importance of writing for publication • To familiarise yourself with the role of peer review • To be aware of the differences between continuing professional development articles and research articles There is an expectation that nurses should use evidence to inform practice but having access to this evidence requires other nurses to write about and publish their work to generate a new evidence base. There is also an expectation that nurses should publish to improve knowledge, although for some the thought of writing can seem challenging. This article presents a reflection on the author's experience of writing, from her first attempt at publishing through to becoming a published author, and then publishing continuing professional development articles. It provides insight into the work involved in becoming a published author. [ABSTRACT FROM AUTHOR]

AUTH Why you should read this article: • To enhance your understanding of the functional needs of people with complex physical impairments • To increase your awareness of challenges and the benefits of environmental control systems • To appreciate the role of occupational therapists in the assessment of people's occupational functioning Environmental control systems (ECSs) are a form of assistive technology that can enable people with complex physical impairments to operate a range of appliances and devices by remote control, therefore enabling them to maintain a higher level of independence. The functional independence and improved communication abilities afforded by ECSs can, in turn, increase people's confidence, self-esteem and feelings of self-worth. [ABSTRACT FROM AUTHOR]

Patient satisfaction in psychiatric emergency departments (EDs) largely relies on the knowledge and training of the staff providing care, and patients report higher satisfaction when they are assessed by professionals with psychiatric experience. Patient care is negatively affected by missing or incomplete patient-specific information. People with an autism spectrum disorder (ASD) and/or an intellectual disability are often unable to communicate pertinent information when admitted to hospital, and nurses rely on family members or carers to obtain information. The aim of this quality improvement project was to evaluate whether nursing admission assessment data collected in the psychiatric ED by a nurse specialist in ASD and/or intellectual disability while family members or carers were present were more complete than nursing admission assessment data collected in the inpatient unit after triage in the psychiatric ED. Data were collected for a period of two months from patients, carers and staff on a specialist inpatient unit for ASD/intellectual disability. Completeness of assessment information and staff satisfaction were compared between the psychiatric ED and the inpatient unit. Outcome measures included location of assessment (ED or unit) and quality of information provided, which covered 17 key patient-centred items. There was a significant relationship between the source of the information and the location where it was obtained. In the psychiatric ED, nurse specialists were able to obtain more information from family/caregivers compared with the inpatient unit. Initiating the admission assessment in the psychiatric ED while the patient's family members or carers are present may provide a more complete assessment and will establish rapport, supporting an easier admission process and transition to the inpatient unit. [ABSTRACT FROM AUTHOR]

Mental health concerns are prevalent in regard to those with intellectual disability. There are many reasons for this, some of which may relate to the causation of the person's intellectual impairment. Other extraneous factors, such as the number of significant life events, may also result in compromised mental health. For many people, however, mental health problems may go untreated, which may relate to difficulties in diagnosis or in ascribing the signs and symptoms to other causes. With increasing numbers of people with an intellectual disability making use of regular community health services, and the reported unfavourable nature of such services, mental health problems may not be addressed. Registered intellectual disability nurses have a crucial role to play in ensuring that the mental health concerns of people with an intellectual disability are identified and addressed in an expeditious manner to achieve maximum well-being. This article explores such mental health concerns and, drawing on a brief case study, describes the role of nurses. [ABSTRACT FROM AUTHOR]

Asthma is a long-term condition that requires patient education, support and close monitoring. It is important that individuals are empowered and educated about their asthma and supported to self-manage as appropriate. Self-management is a goal that is recommended as an established and effective approach. However, it can be challenging for many individuals, including those with learning disabilities. Learning disability nurses can support individuals diagnosed with asthma to self-manage the condition and should have the knowledge, skills and competence to do so. [ABSTRACT FROM AUTHOR]

Many adults with intellectual disabilities require nutritional support as feeding problems are prevalent in this population. While many types of nutritional support are available, enteral feeding tubes, such as nasogastric (NG) tubes, are considered safe and effective. NG tube feeding is a common clinical procedure carried out to maintain patients' nutritional needs when they have swallowing difficulties or cannot tolerate oral feeding. Insertion of an NG tube provides adequate nutrition and improves positive health outcomes and quality of life, but being fed through an NG tube may alter patients' perceptions of feeding and mealtimes. Healthcare professionals, including intellectual disability nurses, should not underestimate the social aspect of mealtimes or the physical and psychological effects of NG tube feeding in patients with intellectual disabilities. Demonstrating competence and compassion with regard to insertion and care of an NG tube and applying best practice to ensure patient safety and well-being are critical to supporting patients with intellectual disabilities. [ABSTRACT FROM AUTHOR]

This article reports on a self-assessment audit of a clinical nurse specialist in health promotion and intellectual disability care. The audit addresses the core concepts of the role as laid down by the National Council for the Professional Development of Nursing and Midwifery in Ireland, the results of a strengths, weaknesses, opportunities and threats analysis, and planned improvements to the role. [ABSTRACT FROM AUTHOR]

8.15am: Monday mornings always bring a lot of anticipation as each week can be completely different, especially with the ongoing challenges brought by the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Communicating effectively, interprofessionally and with adults with intellectual disabilities, and relevant support staff are vital components of person-centred communication assessments. Essentially, registered nurses in intellectual disability (RNIDs) -- the term used in Ireland -- and speech and language therapists (SLTs) need to work well together. This article describes communication assessment tools used with and for adults with intellectual disabilities, and discusses the skills and expertise inherent in the role of RNIDs and SLTs when supporting comprehensive holistic communication assessments. The article also makes recommendations for practice. [ABSTRACT FROM AUTHOR]

Safeguarding is an important role for learning disability nurses and other professionals. Their clients have increased vulnerability for many reasons, requiring nurses to be constantly watchful. Empowerment of service users and improved access to advocacy are positive ways of protecting them from abuse. Nurses need to be able to understand these responsibilities, as well as thresholds of abuse, the potential need to whistleblow, their own protection from subsequent repercussions and what can be done at an organisational level to safeguard people with learning disabilities. [ABSTRACT FROM AUTHOR]

As the mother of autistic children, broadcaster and campaigner Carrie Grant is passionate about better autism training and awareness. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has taken a huge toll on people with learning disabilities. Research shows that not only have service users died in greater numbers, but they have also struggled to access core health services, while the specialist services they rely on have been severely disrupted. [ABSTRACT FROM AUTHOR]

When primary care liaison nurse Sarah Atkinson discovered a client's history of domestic violence and abuse, she knew she had to find a way of helping her. [ABSTRACT FROM AUTHOR]

Continence is regarded as a basic need and many continence problems can be addressed and managed effectively. People with an intellectual disability (ID) are at greater risk of developing urinary incontinence (UI), however action to address their needs is minimal and the quality of care they receive varies despite national care standards and guidelines. This article examines promotion of continence in people with an ID and explores the literature on assessment and management of need. It also discusses the factors ID nurses should consider when meeting the continence needs of people with an ID, including explaining important terms, and assessing and managing UI and continence promotion, as well as their role in providing care and support in a person-centred and inter-professional context. [ABSTRACT FROM AUTHOR]

The aim of the research described here was to determine precisely the role of registered nurses in caring for adults with profound Intellectual and multiple disabilities In residential care in Ireland. A qualitative descriptive study was carried out to explore nurses' perceptions of their role in this specific area of intellectual disability care. The objective of the research was to help produce evidence-based guidelines on caring for this group of people and thus Improve care standards. [ABSTRACT FROM AUTHOR]

Diagnostic overshadowing is not a new concept for learning disability nurses, but the impact it has on people with Down syndrome is not always fully understood by many healthcare professionals and the public. [ABSTRACT FROM AUTHOR]

The pressure imposed by COVID-19 on already overstretched and underfunded services has meant that third-year nursing students from all branches are being given the option to work as part of the 'nursing numbers' rather than in a supernumerary role. [ABSTRACT FROM AUTHOR]

Information about deaths from COVID-19 of people with learning disabilities must be released immediately, a nurse academic has said in a demand aimed at policymakers. [ABSTRACT FROM AUTHOR]

Discusses the experience of nurses who specialize in caring for people with intellectual and developmental disabilities (IDD) in the U.S. Residential and community settings; IDD services in health care and academic settings; Professional organizations for IDD nurses.

The therapeutic relationship is an interpersonal affiliation between a nurse and a client. It is central to the growth of interdependent psychological, emotional, cognitive, social and behavioural skills necessary for an individual's development. The therapeutic relationship is also a fundamental component of nursing practice and a means by which nurses engage with and effect change in individuals. It predicts treatment outcome across a range of diagnoses and healthcare settings, and can become central to quality of life. This article examines the therapeutic relationship within intellectual disability nursing. It highlights the role of the nurse and the meaning of the therapeutic relationship by identifying its four building blocks: engagement, empathy, communication and trust. [ABSTRACT FROM AUTHOR]

In recent years learning disability nurses have had to demonstrate the viability of their profession and ensure that they are viewed as fit for purpose. They are hindered in this because learning disability nursing is one of the smallest fields in the profession, too few universities provide the appropriate specialist post-registration education and too little research into the field is being carried out. This article describes recent developments in the profession and how one university has tried to provide a suitable post-registration programme of study for this often-neglected field of nursing. [ABSTRACT FROM AUTHOR]

The RCN believes inadequate staffing could return learning disability nursing to a 'Victorian' model of institutional care. Workforce figures from NHS Digital show the number of learning disability (LD) nurses is down from 5,368 to 3,247 since 2010 -- a drop of 2,121 posts. [ABSTRACT FROM AUTHOR]

A £2 million investment into the learning disability workforce will result in 380 new nursing professionals in the next four years. [ABSTRACT FROM AUTHOR]

It is well known that people with learning disabilities face health inequalities and inequitable access to health services. Health liaison nurses (HLN), who are based in the community, work with other professionals to ensure the health needs of people with learning disabilities are met in both primary and secondary care. This article reports a small service improvement pilot project, M.E. time, where an HLN worked with a patient with learning disabilities and physical health problems, her family, and a range of other professionals, to address her emotional and mental health needs while in hospital. The article describes how using digital technology helped reduce the patient's feelings of isolation, and offered her a way of having 'meaningful engagement' with ward staff and her environment. The patient, Karen, her family and staff involved have given consent for the authors to share the work. [ABSTRACT FROM AUTHOR]

NHS England has committed to reduce the amount of psychotropic medicines being prescribed for people with learning disabilities. Studies suggest the numbers of people with learning disabilities prescribed psychotropic medicines is far higher than numbers with documented mental health diagnoses, for which such medicines should be prescribed. This article examines the reasons why medication is prescribed, best practice, the side effects and the issues that are involved with the withdrawal of psychotropic medicines, in particular antipsychotics, in people with learning disabilities. Learning disability nurses are well placed to review and assist with the withdrawal of antipsychotic medication; they are an integral part of the challenge to reduce prescribing of antipsychotic medicines for people with learning disabilities. They also offer a vital link between healthcare professionals in primary and secondary care. [ABSTRACT FROM AUTHOR]

This article focuses on debates about which professional groups are best suited to providing care for people with learning disabilities. Traditionally, such care provision has been viewed as part of the nursing role, but as boundaries between health and social care become porous, social workers may become involved in some aspects of it too. The article presents the views of four graduates of a combined degree programme who gained a dual qualification in social work and learning disability nursing. They discuss their employment histories and how having the dual qualification affects their work. [ABSTRACT FROM AUTHOR]

What can I do to be ready for placement?: This is a question I am asked a lot, particularly by students in their first year preparing to face different placement areas. I can still distinctly remember my first placements and how conscious I was of trying to make a good impression– I was being assessed after all. I would carry a notebook around with me and make notes on anything and everything I thought was useful, particularly questions I wasn't sure of the answer to. [ABSTRACT FROM AUTHOR]

Learning disability nursing is under 'great threat' and more needs to be done to recruit and retain nurses in the sector, a leading academic has suggested. [ABSTRACT FROM AUTHOR]

Strikes, staff shortages and low morale are dominating the headlines, and for good reason. But amid the gloom there was another familiar call – more needs to be done to increase the number of people choosing learning disability nursing as a career. Now where have we heard that before? [ABSTRACT FROM AUTHOR]

With 2020 designated the International Year of the Nurse and Midwife by the World Health Organization, what part will learning disability nurses play – and will the profession be in a better state at the end of it? [ABSTRACT FROM AUTHOR]

Aim To improve access to, and aftercare from, audiology services for people with learning disabilities. Method Semi-structured interviews were completed and interpreted using thematic analysis. Nine practitioners were interviewed across seven GP practices including three GPs and six practice nurses. Findings Four central themes emerged from the interviews: awareness of audiology, roles and responsibilities, assumptions and barriers, and enablers. Conclusion In primary care, people with learning disabilities and hearing loss are being assessed but detection and management of the condition is not occurring. Healthcare professionals need education and training on hearing loss to establish the benefits of treating adults with learning disabilities. [ABSTRACT FROM AUTHOR]

Autism is a relatively new diagnostic category that has prompted debate among people diagnosed with the condition, their families and carers, and those working in academic and clinical specialisms. This is due in part to the distinction between autism and Asperger syndrome, and the overlap between people who are said to be on the autistic spectrum (AS) and those who have learning disabilities. Because of this overlap, learning disability nurses can have an important role in advocating and improving access to care for people on the AS, and in encouraging training in autism for other healthcare practitioners. [ABSTRACT FROM AUTHOR]

Being a patient in an intensive care unit can be extremely stressful. As well as having to cope with being critically ill, patients are subjected to an environment that can cause acute anxiety and confusion. This article describes the importance of the role of learning disability nurses in helping patients and their families to cope with this unfamiliar and demanding situation. [ABSTRACT FROM AUTHOR]

In this article, the authors argue that the role of the gerontological clinical nurse specialist is relevant to support the families and careers of older people with learning disabilities in Ireland. It cites the challenges posed by the aging population of learning disabled. The specific health needs of people with learning disabilities are cited, along with a historical perspective on the care of the learning disabled. In addition, the article explains the role of specialists and gerontologists in caring for the aging learning disabled.