Learning Disability Documentation Decision Making at the Postsecondary Level

2010 ◽  
Vol 33 (2) ◽  
pp. 68-79 ◽  
Author(s):  
Joseph W. Madaus ◽  
Manju Banerjee ◽  
Elizabeth C. Hamblet
Keyword(s):  
Decision Making ◽  
Learning Disability ◽  
Disability Documentation

Decision Making in Learning Disability Nursing

2013 ◽  
Author(s):  
Sue Hart ◽  
Eva Scarlett
Keyword(s):  
Mental Health ◽  
Decision Making ◽  
Learning Disabilities ◽  
Nursing Education ◽  
Learning Disability ◽  
Standard Of Care ◽  
Mental Health Nursing ◽  
Clear Cut ◽  
Mental Health Settings ◽  
Health Nursing

This chapter focuses on exploring decision making in the learning disability nursing field of practice. Previous chapters have covered the background about decision making, the principles, tools, and the use of evidence, as well as the way in which decision making fits in with the Nursing and Midwifery Council (NMC) Standards for Pre-Registration Nursing Education (NMC 2010) and competencies. The content of these early chapters and learning will help you to build your understanding of the issues when applied particularly to learning disability nursing skills in practice. This chapter also follows those addressing decision making in mental health nursing, children and young people’s nursing, and adult nursing. This ‘separating out’ of the fields of practice is helpful to give particular clarity and focus to issues relevant within them. It is, however, equally important to remind you that these apparently clear-cut distinctions between the disciplines are not necessarily reflected in practice, and that clients and patients do not always fit neatly into these artificial ‘boxes’. People with a learning disability have a right to equal treatment from registered nurses in adult and mental health settings, and children and young people with learning disabilities should expect the same standard of care as their typically developing peers. The NMC’s The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives (NMC 2008: 3) reminds us that ‘You must not discriminate in any way against those in your care’ and that ‘You must treat people as individuals and respect their dignity’. So, whatever your chosen future field of practice, please read on, because when people with learning disabilities require nursing, they are—and always will be—your responsibility too. Case study 12.1 has been chosen intentionally to highlight the partnership working and decision making that can go on between adult nurse specialists and learning disability nurses. The underpinning value base of decision making in learning disability nursing today is best understood with brief reference to the past. It is in recent memory for many service users that ‘home’ was a long-stay hospital ward or villa, which, despite the best efforts of nursing staff, would invariably be managed along quite regimented lines.

Learning disability documentation submitted by osteopathic medical students

2019 ◽  
pp. 1-12
Author(s):  
Allyson G. Harrison ◽  
Benjamin J. Lovett ◽  
Shelby Keiser ◽  
Irene T. Armstrong
Keyword(s):  
Medical Students ◽  
Learning Disability ◽  
Disability Documentation

scholarly journals An ethical dilemma in the learning disability services: too much money

1994 ◽  
Vol 18 (5) ◽  
pp. 266-268
Author(s):  
Helen Matthews ◽  
Sheila Hollins ◽  
Jeanette Smith ◽  
Gwen Adshead
Keyword(s):  
Decision Making ◽  
Learning Disability ◽  
Ethical Dilemma ◽  
Disability Services ◽  
Relative Poverty ◽  
External Influences

Learning disability services care for the needs of patients whose autonomy of thought and action is impaired by processes that often cannot be reversed. Their autonomy may also be limited by external influences such as carers' attitudes, both positive and negative. Others may therefore find themselves making decisions for such patients. The case presented in this paper illustrates how these factors can condemn a wealthy woman to a life of relative poverty, lacking in pleasures she could so easily afford, because she lacks competence in some areas of decision making. A possible solution is proposed.

scholarly journals The capacity of people with a ‘mental disability’ to make a health care decision

2000 ◽  
Vol 30 (2) ◽  
pp. 295-306 ◽  
Author(s):  
J. G. WONG ◽  
I. C. H. CLARE ◽  
A. J. HOLLAND ◽  
P. C. WATSON ◽  
M. GUNN
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Mental Illness ◽  
General Population ◽  
Learning Disability ◽  
Comparison Group ◽  
Verbal Ability ◽  
Population Group ◽  
Chronic Schizophrenia ◽  
Mental Disability

Background. Based on the developing clinical and legal literature, and using the framework adopted in draft legislation, capacity to make a valid decision about a clinically required blood test was investigated in three groups of people with a ‘mental disability’ (i.e. mental illness (chronic schizophrenia), ‘learning disability’ (‘mental retardation’, or intellectual or developmental disability), or, dementia) and a fourth, comparison group.Methods. The three ‘mental disability’ groups (N = 20 in the ‘learning disability’ group, N = 21 in each of the other two groups) were recruited through the relevant local clinical services; and through a phlebotomy clinic for the ‘general population’ comparison group (N = 20). The decision-making task was progressively simplified by presenting the relevant information as separate elements and modifying the assessment of capacity so that responding became gradually less dependent on expressive verbal ability.Results. Compared with the ‘general population’ group, capacity to make the particular decision was significantly more impaired in the ‘learning disability’ and ‘dementia’ groups. Importantly, however, it was not more impaired among the ‘mental illness’ group. All the groups benefited as the decision-making task was simplified, but at different stages. In each of the ‘mental disability’ groups, one participant benefited only when responding did not require any expensive verbal ability.Conclusions. Consistent with current views, capacity reflected an interaction between the decision-maker and the demands of the decision-making task. The findings have implications for the way in which decisions about health care interventions are sought from people with a ‘mental disability’. The methodology may be extended to assess capacity to make other legally-significant decisions.

Learning disability and challenges in male prisons: programme screening evaluation

2019 ◽  
Vol 11 (1) ◽  
pp. 49-59
Author(s):  
Helen Wakeling ◽  
Laura Ramsay
Keyword(s):  
Decision Making ◽  
Learning Disability ◽  
Design Methodology ◽  
Screening Tool ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Decision Makers ◽  
Screening Tools ◽  
Content Type ◽  
Effective Use

Purpose The purpose of this paper is to validate the learning screening tool (LST) and the adapted functioning checklist-revised (AFC-R) as screening tools to aid programme allocation, and to investigate whether programme decision makers were using the tools as per the guidance provided by HMPPS Interventions Services. Design/methodology/approach LST and AFC-R data were gathered for 555 men who had been assessed for programmes between 2015 and 2018 across eight prisons and one probation area. WAIS-IV IQ data were also gathered if completed. Findings The findings provide support for the use of the LST, and AFC-R in helping to make decisions about programme allocation. The LST and AFC-R correlate well with each other, and a measure of intellectual functioning (WAIS-IV). Those who were allocated to learning disability or challenges (LDC) programmes scored higher on the LST (greater problems) and lower on the AFC-R (lower functioning) compared to those allocated to mainstream programmes. The LST had adequate predictive validity. In the majority of cases, the correct procedures were followed in terms of using the tools for programme allocation. Research limitations/implications The sample size for examining the relationships between all three tools was limited. The research was also unable to take into consideration the clinical decision making involved in how the tools were interpreted. Originality/value This research contributes to the growing evidence about the effective use of LDC screening tools in forensic settings.

Support for people with learning disabilities: promoting an inclusive community

2017 ◽  
Author(s):  
Barbara McIntosh
Keyword(s):  
Mental Health ◽  
Decision Making ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Public Spending ◽  
Historical Background ◽  
Financial Constraint ◽  
Future Prospects ◽  
Care And Support ◽  
The Uk

This chapter considers inclusive communities as a form of support for people with learning disabilities (LDs). There are one-and-a-half million people with LDs in the UK. Many of these people believe that a gap exists between UK policy and reality, made worse by recent cuts in public spending. Nevertheless, there has been progress in this area. The chapter first explains what a learning disability is and how it presents before providing a brief historical background on UK government policies aimed at protecting and promoting the rights of people with LDs. It then discusses some of the major challenges involved in providing care and support for people with LDs, focusing on issues relating to health inequalities, employment, mental health, improving decision-making by people with LDs, housing, and financial constraint. The chapter concludes with an assessment of future prospects for services for people with LDs.

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