Biomedical subjects

Janet McCray

Publications and source records attributed to Janet McCray.

3 recordsLinked to original sources

PubMed2003

Leading interprofessional practice: a conceptual framework to support practitioners in the field of learning disability.

One of the key challenges for practitioners in present day health and social care has been responding effectively in the interprofessional teamwork setting, where collaboration is at the centre of professional activity. For whilst practitioners are expected to work interprofessionally there often remains limited attention to the actual process of interprofessional practice itself, within organizational strategy, local workforce development planning and individual continuing professional development. These concerns were a driver for this research with practitioners in the field of learning disability which resulted in the development of a conceptual framework for interprofessional practice. This paper sets out the process of conceptual framework development, underpinned by the concepts of knowledge of learning disabilities, contextual socialisation, empowerment, conflict management, transforming capability and interprofessional reflection on action. The researcher suggests that the framework may offer clinical leaders in learning disabilities and a range of other practice settings a tool to facilitate individual practitioner development, enabling as it does, the identification of a range of critical factors which impact on the outcomes of interprofessional practice intervention.

Attitude of Health Personnel↗

PubMedDate not supplied

A study to determine the qualities of a learning disability practitioner.

In recent years a number of research studies have explored the role of key professionals in the field of learning disability. These have been predominantly large studies, nationally commissioned and offering a broad structural picture of the professionals' current function. This article explores a localized research study undertaken in the Avon, Gloucestershire and North Wiltshire area of the south-west of England. While acknowledging the national context in which both learning disability nurses (RN(LDs) and social workers operate, this study offers a more intimate insight into what form of future practitioner would be most effective. The qualitative research study included a series of topic-focused interviews and focus groups comprising professionals, people with learning disabilities, carers and representatives from the voluntary and independent sectors. Findings established that the desired future practitioner would maintain the specialist way of thinking of the RN(LD), together with the care management facilitation role of the social worker. For the research participants the optimal choice of practitioner was a dually qualified RN(LD)/social worker. Although the study was set in a particular locality, the researchers suggest that the outcomes both endorse and identify tensions in the proposed national developments for professional education, at a crucial point for the delivery and design of health and social care learning disability services.

Case Management↗

PubMedDate not supplied

Interprofessional practice and learning disability nursing.

Several decades of policy and service change in the field of learning disability have set in place new service boundaries in health and social care, leading to different working relationships for professionals based on interprofessional and interagency collaboration. However, economic pressures may result in agencies offering resource-led rather than needs-led services, resulting in fragmented services and tensions between professional groups faced with tough choices in order to meet the long-term needs of people with learning disabilities. One of the key roles of the registered learning disability nurse (RLDN) is that of facilitator in meeting the healthcare needs of people with learning disabilities, which involves interprofessional working across these new health and social care boundaries. The aim of this article is to present the findings from a small scale research study that was undertaken to explore the views of the RLDN group in relation to interprofessional practice in the long-term support of people with learning disabilities. Set within a grounded theory methodology, this article focuses on one element of the research study, which was a descriptive analysis of individual practitioners' experiences. In documenting the practitioners' accounts, the research begins to identify a series of key roles and significant practice knowledge held by those employed in learning disability nursing positions.

Attitude of Health Personnel↗