An exploration of the practice, policy and legislative issues of the specialist area of nursing people with intellectual disability: A scoping review.

The specialist field of intellectual disability nursing has been subjected to a number of changes since the move towards deinstitutionalisation from the 1970s. Government policies sought to change the nature of the disability workforce from what was labelled as a medicalised approach, towards a more socially oriented model of support. Decades on however, many nurses who specialise in the care of people with intellectual disability are still employed.

Intellectual disability content within pre-registration nursing curriculum: How is it taught?

Background: Despite experiencing higher rates of physical and mental health conditions compared with the general population, people with intellectual disability face inequitable access to healthcare services. Improving education of healthcare professionals is one way to reduce these inequalities.

Objective: To determine how intellectual disability content is taught within Australian nursing schools.

Supporting student mental health nurses in clinical placement through virtual in-practice support (VIPS): Innovation uptake and the 'VIPS' project.

Objective: The integration of technology in nurse education has become an essential element of academic practice. Yet innovation uptake between academic institutions across the four countries of the UK and their clinical practice partners has proved problematic, leading to a slow introduction of digitally enhanced teaching and learning innovations, particularly in the area of clinical decision making and leadership.

Participants: The Virtual in Practice Support (VIPS) project involved two academic institutions working with the same mental health care service partner aiming to maximise student clinical placement learning.

Intellectual disability health content within nursing curriculum: An audit of what our future nurses are taught.

Background: Individuals with intellectual disability experience chronic and complex health issues, but face considerable barriers to healthcare. One such barrier is inadequate education of healthcare professionals.

Objective: To establish the quantity and nature of intellectual disability content offered within Australian nursing degree curricula.

Hospital hand hygiene compliance improves with increased monitoring and immediate feedback.

Background: Health care-associated infections are serious complications impacting 2 million patients and accounting for approximately 100,000 deaths per year. In the present study, we evaluated the effectiveness of a new hand hygiene monitoring program (HHMP) and measured the sustainability of this effectiveness over a 1-year period.

Methods: The HHMP consisted of 4 key components: extensive education, conspicuous and visible monitors, immediate feedback concerning compliance to health care workers, and real-time data dissemination to leadership.

People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?

People with an intellectual disability and their families experience poorer health care compared with the general population. Living with an intellectual disability is often challenged by coexisting complex and chronic conditions, such as gastrointestinal and respiratory conditions. A literature review was undertaken to document the needs of this vulnerable population, and consultation was undertaken with mothers of children with disabilities and with professionals working within disability services for people with an intellectual disability and their families.

The experience of health and wellness in mothers of young children with intellectual disabilities.

Today in Australian society the majority of families who have a child with a physical or intellectual disability will take care of that child across their lifespan. Mothers bear most of the burden associated with their child's care; however, little is known about the effect fulfilling this role has on the health of the mother. This interpretive research study was conducted with the aim of enhancing understanding of the health and wellness of mothers who have a child with an intellectual disability aged 0-5 years.