Simulation training to support healthcare professionals to meet the health needs of people with intellectual disabilities

This study employed a mixed methods design to assess the impact of the simulation course. Quantitative data was collected using the Healthcare Skills Questionnaire and a self-report confidence measure, qualitative data was collected using post-course survey with free text responses to open questions. Findings Healthcare skills and confidence showed statistical improvements from pre to post-course. Qualitative analyses demonstrated that participants perceived improvements to: attitudes, communication skills, reasonable adjustments, interprofessional and multi-disciplinary working, knowledge of key issues in working with people with intellectual disabilities. Practical implications Encouraging findings imply that simulation training to address health inequalities in intellectual disabilities is a valuable resource that merits further development. This training should be rolled out more widely, along with ongoing longitudinal evaluation via robust methods to gauge the impact on participants, their workplaces, and people with intellectual disabilities. Originality/value The authors believe this paper to be the first to assess an interprofessional, high-fidelity simulation course, using actors as simulated patients to address the mental and physical health needs of people with intellectual disabilities. The rigorous use of co-production and co-delivery, alongside promising findings for this training method, represent a useful contribution to the literature.

Source: Advances in Mental Health and Intellectual Disabilities - October 27, 2016 Category: Disability Source Type: research