Can Point-of-Care Testing Improve Access to Diagnostic Screening and Testing for People with Learning Disabilities? Exploring Perspectives to Improve Access and Equity

Autor/inn/en	Giles, Karen; Ling, Jonathan; Gordon, Isabel
Titel	Can Point-of-Care Testing Improve Access to Diagnostic Screening and Testing for People with Learning Disabilities? Exploring Perspectives to Improve Access and Equity
Quelle	In: British Journal of Learning Disabilities, 48 (2020) 1, S.28-36 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Giles, Karen) ORCID (Ling, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12302
Schlagwörter	Learning Disabilities; Screening Tests; Prevention; Semi Structured Interviews; Access to Health Care; At Risk Persons + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Screening-Verfahren; Prävention; Vorbeugung; Risikogruppe
Abstract	Background: People with learning disabilities have an increased risk of diabetes, cardiovascular disease and hearing loss. This study explored service users' and health professionals' perspectives and experiences of adopting minimally invasive diagnostic and screening devices, known as point-of-care testing (POCT) as a means of improving access and engagement. Materials and Methods: Focus groups and semi-structured interviews were undertaken with attendees at a nonhealthcare day centre, specialist learning disability clinical network and national leads as well as researchers into learning disability and point-of-care issues. Thematic analysis of the data was undertaken. Results: There was a lack of awareness and experience of POCT across the users and health professionals. Despite this, on seeing the devices and discussing application there was strong support and acceptability across all participants for their use so long as individual needs were addressed. There was no consistent sense of where this testing should be done but support for the flexibility this could provide in terms of nonmedicalised locations and individual needs. Strategies for success included the use of specific adjustments such as the presence of a known carer, pre-testing information in an appropriate format and taking into account each individual's preferences. Conclusions: POCT is considered a viable and useful method for improving access to testing for people with learning disabilities. Adoption barriers in implementation identified as specific to the field of learning disabilities included lack of POCT awareness and diagnostic overshadowing concerns, and adjusting for individualised needs is essential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01