An exploration of northeastern Thai women\u27s perception of personal risk of contracting HIV and their intentions, strategies, and barriers to self-protection (Immune deficiency).

The purpose of this study was to explore, within the context of Thai culture, how married Northeastern Thai women form their perception of personal risk and their intentions and strategies of self-protection with respect to sexual transmission of HIV. A modified version of the health belief model was used with a particular emphasis placed on cultural context. Structured face-to-face interviews and focus groups with married women from six Northeastern Thai villages were used. Overall, Thai women\u27s perceptions of risk demonstrated the existence of an optimistic bias and were developed and maintained through the use of various judgmental heuristics. The majority of women outlined elaborate strategies regarding their intentions to protect themselves from HIV infection. Despite strong intentions, women\u27s actions were not effective for protection. The major factor stopping intentions from becoming actions were the barriers to effective protection that exist for these women. Social psychological theories rooted in a rational risk analysis framework helped to identify the personal strategies associated with risk for Thai women, but cultural understanding was necessary when addressing how each model component played out in the lives of these women. Concepts such as judgmental heuristics, optimistic bias, and intentions were embedded in a cultural framework where Thai beliefs in Karma, making merit, Siang Duang, maintaining a cool-heart, and mai pen rai, set the foundation on which the social psychological concepts were built. Culture sets the underlying themes on which sexuality is based, therefore, knowledge of HIV and its sexual transmission, the understanding that condoms can prevent transmission, and knowing their husbands are their main source of risk are not enough to prevent HIV infection. Culture needs to not only be a factor that is considered but to provide the foundation for which prevention efforts are based.Dept. of Sociology and Anthropology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1997 .M475. Source: Masters Abstracts International, Volume: 37-01, page: 0150. Adviser: Eleanor Maticka-Tyndale. Thesis (M.A.)--University of Windsor (Canada), 1997

Service provision in Scotland for people with an intellectual disability who have, or are at risk of developing, dementia

This research aimed to identify current national provision by health services in Scotland in relation to proactive screening and reactive assessment for people with an intellectual disability in Scotland who have, or are at risk of developing, dementia. Staff from 12 intellectual disability services, representing the 11 health board areas in Scotland, completed an online questionnaire which asked about proactive screening and reactive assessment for people with intellectual disability who had, or were at risk of developing, dementia as well as suggested areas for improvement. All of the areas provided services for people with intellectual disability who have, or are at risk of developing, dementia, but differed as to whether this was reactive, proactive or both. Nine services offered intervention following diagnosis. The most common elements used across both proactive screening and reactive assessment were conducting a health check, using a general dementia questionnaire designed for people with an intellectual disability and direct assessment with the person. Clinical psychology and community learning disability nurses were the professions most likely to be involved routinely in both proactive screening and reactive assessments. The psychometric properties of the most commonly used assessments of cognitive and behavioural functioning were mixed. The areas of improvement suggested by practitioners mainly related to ways of improving existing pathways. This research represents the first step in providing an overview of service provision in Scotland. There was some inconsistency in relation to the general and specific components which were involved in proactive screening and reactive assessment. Implications for service provision are discussed

A quantitative evaluation of a regional Positive Behavioural Support workforce development approach

Background: Research suggests that providing staff with input in relation to Positive Behavioural Support (PBS) can have beneficial outcomes. Much of this research, however, fails to take account of systemic issues and does not include a control group. Method: We used a non-randomised, controlled group design to evaluate accredited PBS programmes, delivered as part of a systemic, regional and workforce development approach. We compared outcomes of those attending the programmes (n = 240) with a control group (n = 54), pre- and post-intervention and at 3-months follow-up. Results: The programme and its wider impact were rated positively. Significant intervention effects were found for staff practice and retention, but not for staff knowledge and attributions, or behaviours that challenge and quality of life of those being supported. Conclusions: The results are discussed in the context of the study limitations and restrictions resulting from the Covid-19 pandemic

Exploring the relative importance of factors that influence the job retention of social care staff working in intellectual disability services

We wanted to find out what would help care staff to stay in their jobs. The most important thing for them was getting on well with the person they supported. The next most important thing was their pay. These results can be used to find ways to help staff stay in their jobs. This is important to make sure that people with a learning disability get good support. Abstract: Background: High staff turnover presents a challenge to the provision of good quality community-based support to people with an intellectual disability. While recent research has identified factors that are thought to be important for staff retention, their relative importance to social care staff is unknown. The aim of this study was to address this gap. Methods: 205 social care staff who worked in intellectual disability services completed an online questionnaire that asked them to: rank factors that had been previously identified as influencing staff retention in order of importance; identify the extent to which their most important factor was met by their organisation (fulfilment score); and rate their recent job-seeking intentions. Findings: The most important factor overall was the relationship of the staff member with the person they supported. This was also identified as the most important factor by the most participants, followed by pay. All of the factors, with the exception of “benefits” (such as pensions), were rated by at least one person as the most important factor. A significant negative relationship was found between fulfilment score and job-seeking score; that is, the lower the former, the more the person agreed that they had been seeking a new job. Conclusion: The results suggest that interventions to improve staff retention should take account of differences in staff views about which work-related factors are most important to them; use multi-component approaches where possible; prioritise staff pay; and help ensure that staff relationships with those they support are positive and fulfilling

Screening for intellectual disability in autistic people: A brief report

Background: There is high co-occurrence between intellectual disability and Autism Spectrum Disorder (ASD). It is important to identify people who have both conditions for clinical and research reasons. This study explored if the Child and Adolescent Intellectual Disability Screening Questionnaire (CAIDS-Q) and Learning Disability Screening Questionnaire (LDSQ) could accurately identify intellectual disability in autistic children and adults respectively. Method: Pre-existing CAIDS-Q data for 40 autistic children and LDSQ data for 27 autistic adults were used. The participants were classified as likely to have an intellectual disability or not based on the age-appropriate cut-off score on the relevant screening tools. This was compared with their clinical diagnosis of intellectual disability. Results: The sensitivity, specificity, and positive and negative predictive values, for the CAIDS-Q were 93.1%, 88.5%, 90% and 92% respectively. The corresponding figures for the LDSQ were 75%, 95.6%, 75%, and 95.6%. Conclusions: The values for the CAIDS-Q were broadly consistent with figures found in previous research. The sensitivity and PPV figures for the LDSQ, were somewhat lower. The specificity and sensitivity values for both measures were above the threshold for levels that are generally considered to be acceptable for a developmental screening tool. The results suggest that the CAIDS-Q and LDSQ may be appropriate measures to screen for intellectual disability in autistic people

Screening tools for Autism Spectrum Disorder, used with people with an Intellectual Disability: A systematic review

Background A diagnosis of autism spectrum disorder (ASD) can be beneficial in ensuring the person receives appropriate support. People with intellectual disability often have undiagnosed co-occurring ASD, due to the specific diagnostic challenges that having intellectual disability can present. Screening tools can be useful to indicate those who are likely to require full diagnostic assessment of ASD. Method We conducted a systematic review of the literature. The databases ProQuest, PsycArticles, PubMed, and Web of Science were searched for articles published before July 2019. When duplicates were removed 3068 articles were retained. Articles were removed in stages and were retained if there was a possibility that the content was relevant. In total, 14 articles were reviewed fully. Results The articles covered eight ASD screening instruments and were reviewed in respect of the quality of the available reliability and validity data when used with people with intellectual disability. Conclusion A few tools have psychometric properties that indicate they have potential to screen for ASD in people with intellectual disability, but overall research with this group is limited, particularly in terms of reliability. The implications for screening and diagnosis of ASD in people with intellectual disability are discussed

Improving recruitment and retention in learning disability services

Nurses are increasingly becoming involved in the support of people with learning disabilities in social care settings. Recent policies have identified the need for an increased social care workforce, but many organisations have difficulty recruiting and retaining staff. Our review of the evidence found that many factors influence recruitment and retention directly and indirectly, including: gender and age; factors that contribute to staff stress and burnout; and organisational factors, such as supervision, training and culture. We suggest several areas that should be evaluated to inform an evidence-based approach to increasing the workforce that provides care for people who have an intellectual disability

Erratum: (Pediatric Urologists of Canada (PUC) 2021 position statement: Differences of sex development (AKA disorders of sex development) (Can Urol Assoc J (2021) 15:1 (E11-E116) DOI: 10.5489/cuaj.6712)

In a recently published paper entitled, Comparison of micro-ultrasound and multiparametric magnetic resonance imaging for prostate cancer: A multicenter, prospective analysis, (Citation: Klotz L, Lughezzani G, Maffei D, et al. Can Urol Assoc J 2021;15(1):E11-6. http://dx.doi.org/10.5489/cuaj.6712), the affiliations for authors Davide Maffei and Giovanni Lughezzani, as well as for contributing author Marco Paciotti, were incorrectly stated. The correct affiliations for all three authors are: Department of Biomedical Sciences, Humanitas University, and IRCCS Humanitas Research Hospital, Milan, Italy. CUAJ regrets the oversight and apologizes for any inconvenience

International collaboration: developing an international nursing module through the use of Wiki technology

The internationalisation of education gathered momentum with the Bologna process initiated in 1998, which focused upon lifelong learning, involvement of students into HEI’s (Higher Education Institutions), and easing mobility of students for job placements by 2010 (Davies, 2008). This goal for globalization continues to be unmet due to obstacles related to migration and language. Other barriers exist with cultural, social, and ethical factors. Educators are seeking creative virtual learning environments (VLE) to augment the learning experience for all students to help meet these goals by 2020. With shrinking of the world economies and technological revolutions of the past ten years, educators desire innovative methodologies enhancing students’ international experiences. Traditionally, nursing students were encouraged to engage in overseas clinical placements to gain cultural and diverse experiences. Due to increased costs of overseas travel, these types of culturally enriching experiences are waning. With increased global migration, students must be prepared to become active world citizens in the care for their patients. Regardless of background of the student, educators want technologies to enable culturally authentic experiences that simulate the previous era. The authors of this paper sought to utilize Wiki technology to broaden the global learning experiences for students from three higher education institutions (HEIs)