Why you should read this article: • To outline how learning disability settings can prepare for and manage COVID-19 outbreaks • To recognise the importance of developing a contingency plan to manage a COVID-19 outbreak in a learning disability setting • To identify the need to support clients with learning disabilities when reinforcing public health messages about COVID-19 This article describes the experience of preparing for, and managing, a small COVID-19 outbreak that affected clients and staff in a learning disability setting. To demonstrate the likelihood of transmission, a timeline was developed to map the trajectory of symptomatic individuals and confirmed cases. Practices such as effective hand hygiene and wearing personal protective equipment (PPE) were observed by staff members. COVID-19 transmission containment measures included: isolation of clients who had tested positive for COVID-19, nomination of specific staff members to care for clients who had tested positive, and amending duty rotas to prevent staff crossover between various units. The frequency of environmental cleaning was also increased. On-site refresher training for medical, nursing and domestic staff focused on coronavirus transmission, PPE, hand hygiene and environmental cleaning. A contingency plan devised before the COVID-19 outbreak was invaluable because staff members could respond immediately when positive cases were identified among clients and staff members. COVID-19 screening for clients and all staff members was conducted to identify asymptomatic carriers; these individuals were then excluded from work to reduce the risk of potential transmission.
Our clinical nursing articles aim to inform and educate nurse practitioners and students. This is achieved through the publication of peer-reviewed, evidence-based, relevant and topical articles.
Why you should read this article: • To be aware that social inclusion for people with intellectual and developmental disabilities (IDD) is a focus of welfare policies and legislation in many countries • To recognise that the implementation of policy and legislation for people with IDD is the shared responsibility of governments, and health, education and social care professionals • To identify shared learning among students in health, education and social care programmes as one means of achieving social inclusion for people with IDD Policies for people with disabilities, and specifically those with intellectual and developmental disabilities (IDD), have undergone significant changes during the past three decades. Many people with IDD experience social exclusion, which has significant implications for the individual, their family and wider society. Today the focus is on accessing universal services, care and support in the community to facilitate social inclusion. Professions and professionals in health, education and social services implement social inclusion policy in the field of IDD. However, there is a lack of coherence between the policy intentions of social inclusion and the realities of professional practice. Educational collaborations involving academics, students and practitioners from the professions working with people who have IDD provide an opportunity for shared learning. These collaborations support the development of knowledge and understanding, and the barriers that need to be addressed to achieve social inclusion for people with IDD.
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Implementing this feeding for gastrostomy button-fed children with intellectual disabilities
A reflection on the common types of abuse experienced by service users in health and social care settings
How a conceptual tool can be used to support applying theory and evidence in practice
Causes and risks of constipation in people with intellectual disabilities
Employing people with learning disabilities on training programmes and research projects
How special interest groups can support safe sexual well-being
Nurses have a key role in ensuring service users can access mindfulness-based interventions