Irene Tuffrey‐Wijne
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Co-designing a toolkit of approaches and resources for end-of-life care planning with people with learning disabilities within social care settings
Open Date: 2022-04-01
Close Date: 2024-03-31
Grant: Close
Identifying the factors that affect the implementation of strategies to promote a safer environment for patients who have learning disabilities (LD) in NHS hospitals
Open Date: 2011-07-01
Close Date: 2013-03-31
Grant: Close
The delivery of palliative care services to people with learning disabilities
Open Date: 2006-10-01
Close Date: 2007-03-31
Articles (15)
Year:
2025
Year:
2024
Year:
2024
Year:
2024
Year:
2023
Background Increasing numbers of older adults with intellectual disabilities are living with ageing parents. These families need support to plan for the future to avoid crisis interventions following parental death. Method Interviews and focus groups were conducted with people with intellectual disabilities (aged 40+) ( N = 9), parents ( N = 11) and siblings ( N = 16) to understand their perspectives about living with parents and future planning. Data were analysed using framework analysis. Results Four themes were identified: ‘What matters to me’, ‘When should we plan’, ‘What are the options’ and ‘Who will help’. Participants knew they needed to make plans but did not feel supported to do so. While they viewed moving as an opportunity for independence, they feared there were no viable alternatives. Conclusion Person‐centred resources and support are needed for families to plan for transitions in care, including proactive approaches from social services and help to prepare for conversations with social care professionals.
Year:
2023
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2023
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2023
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2022
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2021
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2021
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2020
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2020
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2020
Year:
2020
Collaborators (7)
Janet Finlayson
Glasgow Caledonian University
Rebecca Anderson-Kittow
University of Oxford
Katherine Hunt
Lecturer
University of Southampton
Daniel Marsden
Senior Lecturer
Canterbury Christ Church University
Carey Jewitt
University College London
Sarah Grace Brearley
University of Lancaster
Angela Hassiotis
University College London
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