An update of the reported effects of the COVID-19 pandemic on person with intellectual disability and their carers: a scoping review

The effects of the COVID-19 pandemic has been felt by all groups in society and people with intellectual disability are especially vulnerable due to underlying conditions/health problems, multi-morbidity, limitations in understanding, frailty and social circumstances. This places people with intellectual disability, their families and carers at increased risk of stress and in need of support. To update and chart the evidence of the effects of the COVID-19 pandemic on people with intellectual disability, their families and carers reported within the research in 2021. A scoping review of research published in 2021 across 7 databases. 84 studies met the inclusion criteria, and the findings highlight people with intellectual disability are at a greater risk to COVID-19 health outcomes due to underlying health concerns and access issues. The effects of COVID-19 can be seen from a personal, social and health perspective for people with intellectual disability, their carers and families. However, COVID-19 did have some unanticipated benefits such as: less demand on time, greater opportunity to engage with people of value and building resilience. COVID-19 presents many challenges but for people with intellectual disability compounding existing obstacles encountered in access issues, service provision and supports available. There is a need to identify and describe the experiences of people with intellectual disability, their families and carers in the medium-long term during COVID-19. Greater supports and evidence of effective interventions to promote health, deliver services and support individual with intellectual disability is needed as there is little evidence of clinical care for people with intellectual disability during COVID-19. During pandemics the perspectives of people with intellectual disability, their carers and service providers are central to addressing systemic health care inequalities and poor-quality person-centred care.Greater collaboration is needed to learn from pandemics in terms of health and social care policy improvements.There remains a need for large scale studies that are representative of the broad spectrum of the intellectual disability population and examine Long-COVID in this group of people. During pandemics the perspectives of people with intellectual disability, their carers and service providers are central to addressing systemic health care inequalities and poor-quality person-centred care. Greater collaboration is needed to learn from pandemics in terms of health and social care policy improvements. There remains a need for large scale studies that are representative of the broad spectrum of the intellectual disability population and examine Long-COVID in this group of people.</p

Life-story work in long-term care facilities for older people: an integrative review

Aim To systematically review the literature regarding the experience of older people, families and staff using life‐story work in residential care facilities for older people. Background Life‐story work has been promoted as an approach to enhance care provided and involves collecting memories and moments that are important to the person assisting them to regain their sense of self. Design An integrative review utilising the PRISMA reporting guidelines where seven databases, Scopus, EMBASE, CINAHL, MEDLINE, PsychInfo, PsychARTICLES, and Cochrane, were searched within the timeframe; 1 January 2006 to 14 March 2016. Data were reviewed using Whittemore and Knalf's (Journal of Advanced Nursing, 2005, 52:546) methodological approach for integrative reviews. Analysis was conducted utilising Braun and Clarke's (Qualitative Research in Psychology, 2006, 3:77) six phases to identify, analyse and record themes within the data. Results Thirteen articles were reviewed, and the review found that life‐story work has been introduced using a range of different approaches, with no common approach. Thematic analysis identified two: maintaining identity and building and maintaining relationships. Conclusion The review extends the current evidence on the experience of using life‐story work in long‐term aged care facilities for older people. Life‐story work has the potential to enhance person‐centred care in long‐term care. However, improving the process of implementation of life‐story work will require education, time and resources and a commitment from service providers and managers. Relevance to clinical practice Staff who undertake life‐story work with residents need to be equipped with the skills to recognise and manage the challenges and issues that may potentially arise. Further research into the successful implementation of life‐story work and how it can be resourced is require

Study characteristics.

Study characteristics.</p

Fourth year nursing students' perceptions of their educational preparation in medication management: an interpretative phenomenological study

Background: Medication safety is an integral aspect of patient safety. Nurses, as advocates of patient safety, actively consider medication safety in the course of their daily work. Hence, it is important to consider the educational preparation of nursing students in medication management, as future caregivers. There are inherent links between nurses' undergraduate educational preparation in medication management and patient safety. Objective: This research study identifies fourth-year nursing students' perceptions of their educational preparation in medication management. Design: An interpretative phenomenological methodological approach underpinned this research study. Setting: This study was conducted at a University in the West of Ireland. Participants: Participants were final year students of three undergraduate nursing programmes, Bachelor of Science in Nursing (General), Bachelor of Science in Nursing (Intellectual Disability) and Bachelor of Science in Nursing (Mental Health). Methods: Fourteen semi-structured, face-to-face interviews were conducted with students on a one-to-one basis. Data were analysed using thematic content analysis. Results: The voices and interpretations of the participants in this study were fundamental to understanding nursing students' perceptions of their preparation in medication management and provided the foundation for this research. These perceptions were captured in the format of four themes: developing an understanding, embedding knowledge in practice, engaging in practice and accepting professional responsibility. Conclusions: Findings point to the important role of the university and the clinical placement settings in nursing students' medication management education and the need for further collaboration and development across both settings. Teaching and learning strategies which promote the integration of theory and practice throughout the four years of the undergraduate degree programme should been encouraged,such as technology enhanced learning and simulation

Psychological risk factors.

Psychological risk factors.</p

Biopsychosocial framework (Engel 1977).

Biopsychosocial framework (Engel 1977).</p

Prisma flow diagram (Page et al. 2021).

Prisma flow diagram (Page et al. 2021).</p

PIC framework and search terms.

PIC framework and search terms.</p

Social risk factors.

Social risk factors.</p

Biological risk factors.

Biological risk factors.</p