Debbie Crickmore
Education and training for learning disability practice: key messages from contemporary literature
Crickmore, Debbie; Wray, Jane
Authors
Dr Jane Wray J.Wray@hull.ac.uk
Senior Lecturer in Nursing, Senior Clinical Nurse Advisor National Preceptorship Programme for England
Abstract
Over the last quarter of a century, much attention has justifiably been given to the closure of long-stay hospitals and the subsequent community-based experiences of people with learning disabilities. This has inevitably led to debate regarding how best they might continue to be supported, and by whom. Having identified a range of accredited provision currently available to prepare or develop staff working with adults with learning disabilities in the United Kingdom, this article reviews a range of contemporary literature relating to education in learning disability health and social care that is typically produced and viewed in isolation. Four themes are identified: training social carers, user involvement, (inter)professional practice and work-based learning. Key messages emerge from these themes to form recommendations for the future education of learning disability practitioners across the workforce.
Citation
Crickmore, D., & Wray, J. (2009). Education and training for learning disability practice: key messages from contemporary literature. Journal of Intellectual Disabilities, 13(4), 291 - 304. https://doi.org/10.1177/1744629509355725
Journal Article Type | Article |
---|---|
Acceptance Date | Dec 31, 2009 |
Online Publication Date | Dec 22, 2009 |
Publication Date | Dec 31, 2009 |
Publicly Available Date | Mar 28, 2024 |
Journal | Journal of intellectual disabilities : JOID |
Print ISSN | 1744-6309 |
Publisher | SAGE Publications |
Peer Reviewed | Peer Reviewed |
Volume | 13 |
Issue | 4 |
Pages | 291 - 304 |
DOI | https://doi.org/10.1177/1744629509355725 |
Keywords | Contemporary literature; Education; Learning disability practice; Training |
Public URL | https://hull-repository.worktribe.com/output/400190 |
Publisher URL | https://journals.sagepub.com/doi/10.1177/1744629509355725 |
PMID | 20048349 |
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