Involving people with learning disabilities in nurse education: towards an inclusive approach.
There is limited evidence that explores how to effectively include people with learning disabilities in nurse education in the U.K. The majority of reported work relates to mental health nursing and social work training (Morgan and Jones, 2009). This paper specifically reports on the processes and activities undertaken by the authors with people with learning disabilities in the development of a new BSc learning disability nursing programme, a specific branch of nursing in the U.K. In doing so, findings and discussion from two separate projects involving students and people with learning disabilities will be integrated into the paper. EPICURE (Engagement, Processing, Interpretation, Critique, Usefulness, Relevance and Ethics (Stige et al. 2009) is adopted as a qualitative framework throughout the paper to evaluate the reported work that took place between September 2006 and October 2010. Suggestions are therefore made regarding the benefits and challenges of striving towards an inclusive approach to user involvement in nurse education, with particular reference to learning disability. The work presented in the paper demonstrates how through careful involvement of this population, deeper learning opportunities for all nursing students can be created.
Faculty of Health and Life Sciences, Richard Crossman Building, Coventry University, Priory Street, CV1 5FB, UK. Martin.bollard@coventry.ac.k
Martin
M
Bollard
John
J
Lahiff
Neville
N
Parkes
D004506:Education, Nursing / Q000379:methods*; D006801:Humans; D007859:Learning Disabilities / Q000451:nursing*; D015402:Nursing Education Research; D015403:Nursing Evaluation Research; D015404:Nursing Methodology Research; D010358:Patient Participation