Background: People with intellectual and developmental disabilities (IDD) appear to be at greater risk for severe outcomes from COVID-19. The roles of congregate living and skilled nursing care needs in this disparity are unclear.
Objective: To determine the impact of residential setting and level of skilled nursing care on COVID-19 outcomes for people receiving IDD services, compared to those not receiving IDD services.
Methods: Utilizing publicly available California data on COVID-19 outcomes for people receiving IDD services (early May through October 2, 2020), we report outcomes based on seven types of residence, differentiated by number of residents and level of skilled nursing care provided. We compared these results to the larger California published outcomes.
Results: Compared to Californians not receiving IDD services, in general, those receiving IDD services had a 60% lower case rate, but 2.8 times higher case-fatality rate. COVID-19 outcomes varied significantly among Californians receiving IDD services by type of residence and skilled nursing care needs: higher rates of diagnosis in settings with larger number of residents, higher case-fatality and mortality rates in settings that provided 24-h skilled nursing care.
Conclusions: Diagnosis with COVID-19 among Californians receiving IDD services appears to be related to the number of individuals within the residence, while adverse COVID-19 outcomes were associated with level of skilled nursing care. When data is available, future research should examine whether these relationships persist even when controlling for age and pre-existing conditions.
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http://dx.doi.org/10.1016/j.dhjo.2020.101051 | DOI Listing |
Front Public Health
January 2025
Department of Nursing, Physiotherapy and Medicine, University of Almería, Almería, Spain.
Introduction: Patient-centered communication is an essential skill in nursing, particularly in the care of older adult patients. However, generation Z nursing students, who primarily communicate through digital platforms, face unique challenges in adapting to traditional face-to-face communication with older adults. As a result, there is a need for teaching methods that align with this generation's learning style to enhance their communication skills.
View Article and Find Full Text PDFJBI Evid Synth
January 2025
Department of Health Sciences, Graduate School of Medical Sciences, Kyushu University, Fukuoka, Japan.
Objective: This review aims to examine the impact of early introduction of oral feeding, compared with standard care, on the duration of achieving full oral feeding, postmenstrual ages at full oral feeding and discharge, and weight gain in preterm infants.
Introduction: Because of their immature oral function, preterm infants are prone to feeding difficulties during hospitalization and after hospital discharge. Early introduction of oral feeding helps infants to coordinate sucking, swallowing, and respiration, thereby improving their oral feeding skills.
Nurs Crit Care
January 2025
Department of Anesthesiology and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA.
Background: Early mobility is one strategy to reduce the harm from immobility that children experience in the paediatric intensive care unit (PICU). Early-mobility programmes rely on nurses, who currently perceive insufficient training as a barrier to mobilizing critically ill children. Nurses have identified simulation as a strategy to improve implementation of early-mobility protocols.
View Article and Find Full Text PDFNurs Crit Care
January 2025
Faculty of Medicine, Department of Paediatric, Izmir Democracy University, Izmir, Turkey.
Background: Paediatric emergency and critical care require skilled nurses, but they often face a lack of motivation during continuing professional development. Motivation-based, engaging activities in training programmes are essential to sustain interest and improve learning outcomes in these high-stress environments.
Aim: This study aims to develop, implement and evaluate the effectiveness of a Paediatric Emergency Course (PEC) using the ARCS (Attention, Relevance, Confidence, Satisfaction) Motivational Design Model to equip nurses with the knowledge and skills needed to manage paediatric patients in emergency and critical care settings.
BMC Nurs
January 2025
Nursing Administration Department, Faculty of Nursing, Ain Shams University, Cairo, Egypt.
Background: Negotiating is a common occurrence and a significant part of everyday tasks for head nurses. The ability of the head nurse to effectively negotiate is a crucial management tool for work management in healthcare facilities.
Aim: The present study aimed to assess the effect of negotiation skills training program on head nurses' knowledge and behavior.
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