整件事压力山大":从家庭角度看有严重学习障碍和复杂需求的人从住院到出院的经历

IF 1.2 4区 医学 Q3 EDUCATION, SPECIAL British Journal of Learning Disabilities Pub Date : 2024-03-29 DOI:10.1111/bld.12595
Megan Stock, Mark Mulholland, Vivien Cooper, Annabel Head, Sam Prowse, David Wellsted, Silvana E. Mengoni, Louisa Rhodes, Helen Ellis-Caird
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引用次数: 0

摘要

有严重学习障碍和复杂需求的人更有可能出现延迟出院的情况;然而,作为护理转型计划的一部分,对他们在医院和出院时的经历却鲜有研究。参与者亲属的住院时间从 6 周到 11 年不等。我们采用反思性主题分析法对记录誊本进行了分析。家庭成员报告了他们在医院遭受虐待的故事,以及同时经历的机构收容和心理创伤,对他们自己和亲属造成了长期影响。家庭成员感到失望并被专业人员低估。他们描述了亲属搬出医院时的欣慰,但在社区获得适当支持方面一直存在困难,因此感觉稳定性很脆弱。支持社区生活的主要建议包括尊重家庭成员的专业知识、改善合作关系以及为家庭成员和出院后有复杂需求的人提供心理支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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‘The whole thing is beyond stress’: Family perspectives on the experience of hospitalisation through to discharge for individuals with severe learning disabilities and complex needs

Background

People with severe learning disabilities and complex needs are more likely to experience delayed discharge from hospital; however, there is little research into their experience in hospital and as they move out as part of the Transforming Care Programme.

Methods

Six family members of people with complex needs who had moved out of hospital took part in four focus groups co-facilitated with an expert-by-experience consultant. Participants' relatives had hospital admissions that ranged from 6 weeks to 11 years. Transcripts were analysed using reflexive thematic analysis. Additional reflections are included from an expert-by-experience consultant to capture their unique perspective.

Results

Family members reported stories of abuse in hospital and parallel experiences of institutionalisation and trauma, resulting in long-lasting impacts on themselves and their relative. Family members felt let down and undervalued by professionals. They described relief when their relatives moved out of hospital, but there were on-going difficulties accessing the right support in the community and so stability felt fragile.

Conclusions

Key recommendations to support community living include respecting family members' expertise, improving partnership working and offering psychological support for family members and people with complex needs post-discharge.

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来源期刊
CiteScore
2.30
自引率
20.00%
发文量
74
期刊介绍: The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.
期刊最新文献
Issue Information What Approaches Described in Research Literature Enhance the Engagement of Children and Young People With Severe or Profound and Multiple Learning Disabilities? A Systematic Literature Review Staff Perceptions of Mental Health Relapse Prevention Support in a Specialist Mental Health Service in an Intellectual Disability Setting Item reduction of the “Support Intensity Scale” for people with intellectual disabilities, using machine learning Culturally adaptive healthcare for people with a learning disability from an ethnic minority background: A qualitative synthesis
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