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Learning disability awareness training for undergraduate midwifery students: Multi-method evaluation of a co-produced and co-delivered educational intervention in England.
Cox, Anna; Tobutt, Darya; Harris, Jenny; Watkin, Scott; Eynon, Caroline; Matuska, George.
Afiliação
  • Cox A; School of Health Sciences, University of Surrey, United Kingdom of Great Britain and Northern Ireland. Electronic address: a.cox@surrey.ac.uk.
  • Tobutt D; School of Health Sciences, University of Surrey, United Kingdom of Great Britain and Northern Ireland.
  • Harris J; School of Health Sciences, University of Surrey, United Kingdom of Great Britain and Northern Ireland.
  • Watkin S; BEM, Expert by Experience, United Kingdom of Great Britain and Northern Ireland.
  • Eynon C; School of Health Sciences, University of Surrey, United Kingdom of Great Britain and Northern Ireland.
  • Matuska G; (RNLD) Learning Disability and Autism Lead, Kent and Medway NHS and Social Care Partnership Trust, United Kingdom of Great Britain and Northern Ireland.
Nurse Educ Today ; 140: 106289, 2024 09.
Article em En | MEDLINE | ID: mdl-38924977
ABSTRACT

BACKGROUND:

Midwives lack the confidence and competence to identify and support people with learning disabilities, putting this population at risk of inequitable maternity care.

OBJECTIVES:

To co-produce, co-deliver and evaluate maternity focused learning disability awareness training for student midwives, in collaboration with experts-by-experience (people with learning disabilities).

DESIGN:

Multi-methods study evaluating the impact and acceptability of learning disability awareness training. SETTINGS University in south-east England, UK.

PARTICIPANTS:

83 midwifery students and 7 experts-by-experience.

METHODS:

Midwifery students completed pre-post training surveys and a follow-up survey 3 months post training to substantiate longer-term impact. Experts-by-experience took part in qualitative interviews post training.

RESULTS:

Student-reported learning disability awareness was significantly higher across all domains post training and sustained at follow up. Students reported the most notable aspect of training was learning with and from people with learning disabilities. Three inter-related themes were constructed from interviews with experts-by-experience reasonable adjustments to training and research processes; a positive social, emotional and learning experience; and perceptions of impact.

CONCLUSIONS:

Findings from this study suggest that co-producing and co-delivering resources and education to an undergraduate midwifery workforce with people with lived experience, can have a profound impact on students and is also a positive experience for people with learning disabilities. The co-produced resources used in this training are free and accessible [https//www.surrey.ac.uk/togetherproject]. Further evaluation will explore acceptability and perceived impact of training and resources on other healthcare professionals working with maternity services.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes de Enfermagem / Bacharelado em Enfermagem / Deficiências da Aprendizagem / Tocologia Limite: Adult / Female / Humans / Pregnancy País/Região como assunto: Europa Idioma: En Ano de publicação: 2024 Tipo de documento: Article

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes de Enfermagem / Bacharelado em Enfermagem / Deficiências da Aprendizagem / Tocologia Limite: Adult / Female / Humans / Pregnancy País/Região como assunto: Europa Idioma: En Ano de publicação: 2024 Tipo de documento: Article