Lloyd Jennifer L, Coulson Neil S
Derbyshire Healthcare NHS Foundation Trust, UK
University of Nottingham, UK.
J Intellect Disabil. 2014 Jun;18(2):129-145. doi: 10.1177/1744629514528829. Epub 2014 Apr 3.
Research suggests that the uptake of cervical screening by women with intellectual disabilities (commonly known as learning disabilities within UK policy frameworks, practice areas and health services) is poor compared to women without intellectual disabilities. The present study explored learning disability nurses' experiences of supporting women with intellectual disabilities to access cervical screening in order to examine their role in promoting attendance and elucidate potential barriers and facilitators to uptake. Ten participants recruited from a specialist learning disability service completed a semi-structured interview and data were analysed using experiential thematic analysis. Identified individual barriers included limited health literacy, negative attitudes and beliefs and competing demands; barriers attributed to primary care professionals included time pressures, limited exposure to people with intellectual disabilities and lack of appropriate knowledge, attitudes and skills. Attendance at cervical screening was facilitated by prolonged preparation work undertaken by learning disability nurses, helpful clinical behaviours in the primary care context and effective joint working.
研究表明，与无智力障碍的女性相比，有智力障碍的女性（在英国政策框架、实践领域和医疗服务中通常称为学习障碍）接受宫颈癌筛查的情况较差。本研究探讨了学习障碍护士在支持有智力障碍的女性进行宫颈癌筛查方面的经验，以考察她们在促进筛查参与率方面的作用，并阐明影响筛查接受率的潜在障碍和促进因素。从一个专门的学习障碍服务机构招募的10名参与者完成了一次半结构化访谈，并使用经验主题分析法对数据进行了分析。确定的个体障碍包括健康素养有限、消极态度和观念以及相互竞争的需求；归因于初级保健专业人员的障碍包括时间压力、与有智力障碍的人接触有限以及缺乏适当的知识、态度和技能。学习障碍护士进行的长期准备工作、初级保健环境中有益的临床行为以及有效的联合工作促进了宫颈癌筛查的参与率。
