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Approaches used to prevent and reduce the use of restrictive practices on adults with learning disabilities: Protocol for a realist review.
Haines-Delmont, Alina; Tsang, Anthony; Szifris, Kirstine; Craig, Elaine; Chapman, Melanie; Baker, John; Baker, Peter; Ridley, James; Thomson, Michaela; Bourlet, Gary; Morrison, Beth; Duxbury, Joy.
Afiliação
  • Haines-Delmont A; Department of Nursing, Manchester Metropolitan University, Manchester, United Kingdom.
  • Tsang A; Department of Nursing, Manchester Metropolitan University, Manchester, United Kingdom.
  • Szifris K; Policy Evaluation and Research Unit, Manchester Metropolitan University, Manchester, United Kingdom.
  • Craig E; Department of Nursing, Manchester Metropolitan University, Manchester, United Kingdom.
  • Chapman M; Department of Social Care and Social Work, Manchester Metropolitan University, Manchester, United Kingdom.
  • Baker J; School of Healthcare, University of Leeds, Leeds, United Kingdom.
  • Baker P; Social Policy, Sociology and Social Research, University of Kent, Kent, United Kingdom.
  • Ridley J; Medical School, Edge Hill University, Liverpool, United Kingdom.
  • Thomson M; Mersey Care NHS Foundation Trust, Prescot, United Kingdom.
  • Bourlet G; Learning Disability England, Birmingham, United Kingdom.
  • Morrison B; Positive & Active Behaviour Support Scotland, Monifieth, United Kingdom.
  • Duxbury J; Department of Nursing, Manchester Metropolitan University, Manchester, United Kingdom.
PLoS One ; 17(9): e0270028, 2022.
Article em En | MEDLINE | ID: mdl-36170231
ABSTRACT

INTRODUCTION:

The use of restrictive practices has significant adverse effects on the individual, care providers and organisations. This review will describe how, why, for whom, and in what circumstances approaches used by healthcare organisations work to prevent and reduce the use of restrictive practices on adults with learning disabilities. METHODS AND

ANALYSIS:

Evidence from the literature will be synthesised using a realist review approach - an interpretative, theory-driven approach to understand how complex healthcare approaches work in reducing the use of restrictive practices in these settings. In step 1, existing theories will be located to explore what approaches work by consulting with key topic experts, holding consultation workshops with healthcare professionals, academics, and experts by experience, and performing an informal search to help develop an initial programme theory. A systematic search will be performed in the second step in electronic databases. Further searches will be performed iteratively to test particular subcomponents of the initial programme theory, which will also include the use of the CLUSTER approach. Evidence judged as relevant and rigorous will be used to test the initial programme theory. In step three, data will be extracted and coded inductively and deductively. The final step will involve using a realist logic of analysis to refine the initial programme theory in light of evidence. This will then provide a basis to describe and explain what key approaches work, why, how and in what circumstances in preventing and reducing the use of restrictive practices in adults with learning disabilities in healthcare settings.

RESULTS:

Findings will be used to provide recommendations for practice and policymaking. REGISTRATION In accordance with the guidelines, this realist review protocol was registered with the International Prospective Register of Systematic Reviews (PROSPERO) on 4th December 2019 (CRD42019158432).
Assuntos

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Projetos de Pesquisa / Deficiências da Aprendizagem Tipo de estudo: Guideline / Systematic_reviews Limite: Humans Idioma: En Ano de publicação: 2022 Tipo de documento: Article

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Projetos de Pesquisa / Deficiências da Aprendizagem Tipo de estudo: Guideline / Systematic_reviews Limite: Humans Idioma: En Ano de publicação: 2022 Tipo de documento: Article