Actors with intellectual disabilities in mental health simulation training
| Date | 10 July 2017 |
| DOI | https://doi.org/10.1108/JMHTEP-04-2017-0024 |
| Published date | 10 July 2017 |
| Pages | 272-278 |
| Author | Chris Attoe,Gregoire Billon,Samantha Riches,Karina Marshall-Tate,James Wheildon,Sean Cross |
| Subject Matter | Health & social care,Mental health,Mental health education |
Actors with intellectual disabilities in
mental health simulation training
Chris Attoe, Gregoire Billon, Samantha Riches, Karina Marshall-Tate, James Wheildon and
Sean Cross
Abstract
Purpose –People with intellectual disabilities experience poorer health outcomes than the general
population, and a significantly increased risk of mental health comorbidity. Their access to healthcare has
been consistently shown as inadequate, and their access to mental health support is still largely
wanting. Adequate training and education should improve these shortcomings but there is limited evidence
available as to the best way to achieve this. The paper aims to discuss these issues.
Design/methodology/approach –This paper reports on the co-production and co-delivery of a simulation
training course to support healthcare professionals to provide care for people with intellectual disabilities, with
a particular focus on their mental health needs. This training was designed with actors with intellectual
disabilities, who participated as simulated patients in scenarios during the course and subsequently provided
feedback on their experience.
Findings –This paper focusses on the positive experiences of the simulated patients, reporting on and
interpreting their direct feedback on their experience of contributing to the development and delivery of the
course and being involved as co-educators.
Originality/value –It is highlighted that the co-production and delivery of this simulation training with people
with intellectual disabilities has the potential to realise some of the key principles called upon when attempting
to improve how they are treated, by illustrating concrete participation, independence, and access to fulfilling
lives. The value and benefits of interprofessional education to achieve these educational aims is further
highlighted, particularly for the potential to generate a sense of shared responsibility within mainstream
services in caring for people with intellectual disabilities.
Keywords Training, Simulation, Learning disabilities, Intellectual disabilities, Health inequalities,
Simulated patient
Paper type Case study
Background
The authors embrace the entirety of the vision for improved training and education set out in this
special issue and believe that simulation training can be a particularly relevant education tool to
address these issues.
Approximately 1-2 per cent of the population has an intellectual disability (Maulik et al., 2011).
People with an intellectual disability experience poorer health outcomes than the wider population
(Alborz et al., 2005) and often experience multi-morbidities (O’Hara et al., 2011) throughout the
lifespan (Cooper et al., 2015). It is estimated that in England there are over 1,200 avoidable
premature deaths of people with an intellectual disability each year (NHS England, 2013). Access to
healthcare services and initiatives is reduced in people with intellectual disabilities (Buszewicz et al.,
2014; Perry et al., 2014). Diagnostic overshadowing and negative attitudes of healthcare
professionals towards intellectual disabilities are contributing factors to these limitations (Michael,
2008; Robertson et al., 2014). Multiple inquiries have linked a lack of knowledge, skills and
awareness of the needs of people with intellectual disabilities in healthcare professionals as a
significant contributing factor to these health inequalities (DRC, 2006; MENCAP, 2004, 2007, 2008;
Michael, 2008; Heslop et al., 2013). The need to include intellectual disability studies across health
Received 4 April 2017
Revised 15 May 2017
Accepted 26 May 2017
Chris Attoe and Gregoire Billon
are both based at the Maudsley
Simulation, South London and
Maudsley NHS Foundation
Trust, London, UK.
Samantha Riches is a Principal
Clinical Psychologist and
Karina Marshall-Tate is a
Training and Consultancy
Lead, both at the Mental Health
in Learning Disabilities, South
London and Maudsley NHS
Foundation Trust, London, UK.
James Wheildon is based at
the Baked Bean Company,
London, UK.
Sean Cross is based at the
Maudsley Simulation, South
London and Maudsley NHS
Foundation Trust, London, UK.
PAGE272
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THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
VOL. 12 NO. 4 2017, pp.272-278, © Emerald Publishing Limited, ISSN 1755-6228 DOI 10.1108/JMHTEP-04-2017-0024
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