Simulation training to support healthcare professionals to meet the health needs of people with intellectual disabilities
| Pages | 284-292 |
| Published date | 05 September 2016 |
| Date | 05 September 2016 |
| DOI | https://doi.org/10.1108/AMHID-08-2016-0018 |
| Author | Grégoire Billon,Chris Attoe,Karina Marshall-Tate,Samantha Riches,James Wheildon,Sean Cross |
| Subject Matter | Health & social care,Learning & intellectual disabilities |
Simulation training to support healthcare
professionals to meet the health needs
of people with intellectual disabilities
Grégoire Billon, Chris Attoe, Karina Marshall-Tate, Samantha Riches, James Wheildon and
Sean Cross
The authors affiliations can be
found at the end of this article.
Abstract
Purpose –The purpose of this paper is to discuss the role of education and training in addressing health
inequalities in intellectual disabilities, before examining innovative approaches to healthcare education.
Preliminary findings of a simulation training course to support healthcare professionals to work with people
with intellectual disability are then presented.
Design/methodology/approach –This study employed a mixed methods design to assess the impact of
the simulation course. Quantitative data were collected using the Healthcare Skills Questionnaire and a self-
report confidence measure; qualitative data were 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.
Keywords Learning/intellectual disabilities, Healthcare education, Co-production, Health inequalities,
Reasonable adjustment, Simulation training
Paper type Viewpoint
Introduction
People with intellectual disabilities are at increased risk of co- or multi-morbidities compared to
the general population (Cooper et al., 2015) with a significantly increased burden of mental illness
(Emerson and Baines, 2011; O’Hara et al., 2010). Consequently, this population can present
with specific health needs, and there are significant health inequalities in how they are met (Alborz
et al., 2005; Heslop et al., 2013; Krahn and Fox, 2014). The confidential enquiry into premature
deaths of people with learning disabilities found that 42 per cent of deaths examined were
premature (Heslop et al., 2013). Subsequent work estimated that 1,200 premature deaths of
people with intellectual disabilities each year in England could be prevented by good quality
Received 30 August 2016
Revised 21 September 2016
Accepted 22 September 2016
The authors would like to thank:
The Baked Bean Theatre
Company for their invaluable
support with co-production and
co-delivery, their excellent acting
expertise, and for ensuring that
this training course is such an
enjoyable experience; The Estia
Centre team for their considerable
expertise and experience in
delivering high-quality training for
staff working with people with
intellectual disabilities; Health
Education England for supporting
the development and delivery of
simulation training in South London
and The Maudsley Simulation team
for continued support.
PAGE284
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ADVANCESIN MENTAL HEALTH AND INTELLECTUAL DISABILITIES
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VOL. 10 NO. 5 2016, pp.284-292, © Emerald Group Publishing Limited, ISSN 2044-1282 DOI 10.1108/AMHID-08-2016-0018
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