evidence and practice
Service provision in Scotland for people with an intellectual disability and dementia: adherence to good practice guidelines
Karen McKenzie Clinical psychologist, Northumbria University, Newcastle upon Tyne, England
Dale Metcalfe PhD student, Northumbria University, Newcastle upon Tyne, England
George Murray Chartered clinical psychologist, NHS Lothian Learning Disability Service, Royal Edinburgh Hospital, Scotland
Amanda Michie Clinical psychologist, NHS Lothian, Newcastle upon Tyne, England
Aim Good practice guidelines aim to promote equity and quality in service provision to improve the outcomes, experiences and quality of life for service users. The aim of the study was to evaluate the extent to which the practices of NHS services in Scotland for people with an intellectual disability and dementia are consistent with a range of quality indicators that cover screening, assessment and intervention.
Method Staff from ten intellectual disability services in Scotland completed an online survey rating the extent to which their service met quality indicators adapted from the British Psychological Society, Division of Clinical Psychology, Royal College of Psychiatrists’ Good Practice Standards - Self-Assessment Checklist.
Results Areas most commonly ‘fully met’ related to assessment and diagnosis and those most commonly ‘not/only partially met’ related to areas, such as flexible funding, service development and monitoring and location of out-of-area placements.
Conclusion There is disparity in the extent to which the participating services have practices that are consistent with the quality indicators.
Learning Disability Practice. doi: 10.7748/ldp.2019.e1968Peer review
This article has been subject to external double-blind peer review and has been checked for plagiarism using automated softwareCorrespondence
McKenzie K, Metcalfe D, Murray G et al (2019) Service provision in Scotland for people with an intellectual disability and dementia: adherence to good practice guidelines. Learning Disability Practice. doi: 10.7748/ldp.2019.e1968Acknowledgements
The authors would like to thank NHS Lothian for funding the project and our colleagues in intellectual disability services across Scotland who kindly gave their time and expertise to participate in the project
Accepted 6 November 2018
Published online: 19 March 2019