Jobs & Careers - Cheyenne VA Medical Center
Presentation Transcript KB [download]. Presentation Slides KB [download]. Presentation Transcript 60KB [download]. Presentation Transcript 78KB [download]. A network of interdisciplinary centers advancing policy and practice for and with individuals with developmental and other disabilities, their families, and communities. Summary: The stigma associated with mental illness is based in lack of understanding and fear. It has persisted despite increased knowledge about the underlying nature of disorders. Recent events have led to further stigmatization by suggesting a direct link between mental illness and mass gun violence.
This presentation will review history of stigma, describe facts on the relationship between mental illness and violence, identify underlying risk factors for gun violence, and suggest rational approaches to prevention.
Developed in , the AUCD Trainee Orientation Modules provide information about the structure and purpose of AUCD, how trainees "fit" in the network, connecting with experts from across the country, getting involved by contributing their experiences, and growing as leaders. During the webinar, participants will be provided live demonstrations of all recently updated features and will have opportunities to ask questions. View event page. Summary: The conceptualization of disability has grown recently and with that, what how we measure different constructs related to individuals with disabilities has grown as well.
This webinar gives an overview of disability and measurement as it relates to health and provides some new avenues to explore.
PEDD Webinar Series: Identifying Quality Resources and Improving Practice Quality
This webinar focuses on birth control and contraception for individuals with intellectual and developmental disabilities. This webinar is part of an on-going series that addresses self-advocate questions about relationships and sexuality. This series is a great learning opportunity for self-advocates, and professionals and paraprofessionals working with individuals with intellectual and developmental disabilities to better understand sexual health needs.
Summary: There are more than 40 million children birth through age 8 in America. One of the best things our country can do to support and improve outcomes for these children and their families is to make significant, substantial, and sustained investments in high-quality early childhood education.
And because positive relationships are at the core of quality, investing specifically in early childhood educators is the best thing we can do to improve early childhood education. That is why Power to the Profession is focused on equitably advancing an effective, diverse, and well-compensated early childhood education profession across states and settings. Power to the Profession is a national collaboration to define the early childhood profession by establishing a unifying framework for career pathways, knowledge and competencies, qualifications, standards and compensation.
With this evolution new challenges related to this field of nursing practice have surfaced. The field of IDD nursing is complex and considered out of the realm of common nursing practice. Given the complexity and uniqueness of this area of nursing practice, nurses face challenges when supporting this population. The purpose of this commentary is to highlight current challenges faced by nurses working in the field of IDD in the USA in order to generate conversation and solutions. Methods: A review of literature and clinical practice experience was conducted.
Articles were analyzed for content related to nursing practice in the field of IDD. Textbook references were incorporated to substantiate key points. Results: Nurses face varied challenges in the field of IDD: lack of education regarding this population, healthcare complexity of this population, role ambiguity, varied practice settings, nursing model of care controversy, and caseload distribution and acuity.
Conclusion: Nurses working with the IDD population face challenges that may be distinctive to this field of nursing. Educational preparation for nurses, physicians, and health care professionals is minimal. The multifaceted needs of persons with IDD and diverse practice settings nurses encounter create a fragmented system that is difficult to navigate.
Evidence-based interventions to guide IDD nursing practice are lacking. Standardization of care principles and role clarification for the IDD nurse across settings are varied. The IDD field requires a synthesized approach to healthcare management that currently does not appear to exist across settings. An increase in nursing research for this population and area of practice should occur.
Nursing and medical programs must seek ways to include or expand content specific to the health intricacies of this population. Keywords: intellectual, disability, learning disability, nursing, challenges, roles. Nursing in the field of intellectual and developmental disability IDD has evolved over the last decade. IDD nursing is a specialized area of nursing focused on the complex healthcare needs of this population. This field of nursing requires a wide range of specified skills in order to meet the varied health, behavioral, advocacy, and societal needs of persons with IDD.
An intellectual disability is defined as a cognitive disability categorized by significant limitations in reasoning, learning, problem solving, and adaptive behavior. The disability appears before the age of 22 years and is likely to be permanent. For this article the term IDD will be used to identify this population as often the diagnoses co-exist.
Individuals with IDD have multifaceted healthcare conditions that require a team of healthcare professionals to ensure comprehensive care is provided and appropriate referrals are made. Dixon-Ibarra and Horner-Johnson report there is a strong relationship between IDD and an increased rate of chronic health conditions. Individuals with IDD may have alternate methods of communication which can inhibit identification of health related issues. Challenging behaviors, multiple care settings, and the increased time to complete assessments contribute to the difficulty of providing care.
Given the complexity of providing healthcare to persons with IDD, nurses in this field should ideally work as part of a team dedicated to ensuring each person receives appropriate healthcare and is offered the same healthcare access in their community as the general population. However, nurses in this field are often required to work independently and are charged with independent decision-making in regard to clinical care. The emotional cost of this type of caring has been identified as a major factor in nursing workplace stress.
Nurses replied in the study by Sowney and Barr 9 that they received no formal education or practice experience with the disability population prior to providing nursing care. The lack of knowledge may be a barrier to ensuring quality care for persons with IDD. Nursing knowledge deficit also places an undue burden on the nurses who support them.
Smeltzer et al 11 offer lack of funding and faculty knowledge as two reasons for not including IDD education in nursing curricula. Nevertheless, an article by Cervasio 13 outlines the necessity for schools of nursing to include courses in IDD in their programs. At present, most didactic courses and practicum settings do not include content specific to the healthcare needs of the IDD population.
Adding to the lack of health expertise is limited medical education for physicians related to the intricacies of caring for this population.
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Tyler and Baker 14 acknowledge that beyond a few talks in first-year genetics, most physicians have very little exposure to persons with IDD. Attempts to increase education for physicians regarding the health needs of persons with IDD have been increasing. The reality of deficient healthcare team education places further pressure on the IDD nurse when providing clinical care. The National Developmental Disabilities Nurses Association categorizes the responsibilities of IDD nurses as fitting into eleven categories: establishing a therapeutic relationship, member of the interdisciplinary team, data collection, identification of healthcare needs, planning, implementation, evaluation, quality assurance, advocate, educator, and continued compliance.
Delegation is the process by which responsibility and authority for performing a task is transferred to another individual. In the delegation process, the delegator remains accountable for the task that has been delegated. Without supervisory authority, IDD nurses have little opportunity to intervene when necessary to ensure safe and appropriate healthcare.
This inability to practice to the full extent of licensure can lead to frustration for the IDD nurse. Given the complexity of providing care for this population, the lack of nursing authority may place undue risk on the person with IDD receiving care. According to Schilling et al 22 each nurse practicing in an alternate setting such as community settings must be knowledgeable about the legal risks involved and abide by their nurse practice guidelines.
However, the diverse evolving policy in community settings 24 fragments rules and regulations guiding IDD nursing practice in the USA. This context may prevent the IDD nurse from understanding their role in delegation and other areas of their practice, as well as from appreciating the risks involved. The transition of individuals out of institutions and into community settings has further added to the ambiguous role of the IDD nurse. IDD nurses working in community settings may work as consultants, supervisors, or administrators.
However, the clarity of these roles and the value that IDD nurses bring to individuals in community settings cannot be substantiated in the current literature. The medical model approach views disability healthcare as being controlled by health professionals who are considered the experts. The disability is determined to be a deviation from normal and individuals with disability are assumed to accept the healthcare offered by the healthcare professionals.
In their view, the medical model emphasizes that only physicians, nurses, and other healthcare professionals are best capable to make decisions about their health issues. Again, this is due in part to the ambiguous role of the IDD nurse in community settings as well as confusion over the perceived use of this model by nurses in the field of IDD. The challenge of providing quality care while ensuring the rights and autonomy of persons with IDD is central to IDD nursing care and can be difficult to navigate.
The individual is recognized as an equal partner with the nurse in developing and monitoring the agreed upon plan of care. Additionally, social stigma that can be applied to persons with disability may carry over to the nurses who care for this population, resulting in further separation and controversy. This is determined by the agency or organization where the IDD nurse is employed. Along with fragmented methods of determining the number of individuals IDD nurses will have on their caseload, their caseload may also be geographically vast.
The time spent traveling between sites may reduce time the IDD nurse can spend with each person.
Related Intellectual Disabilities at Your Fingertips: A Health Care Resource
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