Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.788421
Title: How do Community Registered Nurses support individuals with intellectual disabilities who exhibit challenging behaviours in Wales and Ontario, Canada : a grounded theory study
Author: McMillan, Shirley
ISNI:       0000 0004 8498 4333
Awarding Body: University of South Wales
Current Institution: University of South Wales
Date of Award: 2017
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Abstract:
Background: Challenging behaviour can result in the isolation of the individual from his/her community. Challenging behaviour has a multitude of functions and it is the role of those caring for the individual to determine what the challenging behaviour is communicating. Challenging behaviour and its impact on the individual, the family and carers has been debated and written about over the years. The role of the Community Registered Nurse to support these individuals is evolving and plays an important part in ensuring the individual accesses optimal health care. Aim: The aim of this research was to explore the role of the community registered nurse in supporting individuals with intellectual disabilities who exhibit challenging behaviours in Wales and Ontario, Canada. Method: This study had adopted a qualitative paradigm and a symbolic interactionist perspective to explore the role of the participants. The research was conducted using Charmaz's (2014) version of Constructivist Grounded Theory. Twenty-five participant interviews were conducted in Wales and Ontario. Data was collected from semi-structured interviews from nurses working in one local university health board in Wales, UK and from nurses working in community agencies in the province of Ontario, Canada. Theory was generated simultaneously using Charmaz's (2014) version of constructivist grounded theory. Findings: Findings indicate two theoretical categories emerged from the data. These were the context of role (how the nurses were prepared for their role through education and experience), and the nursing practice (how the nurses carried out their role through assessment, interventions and evaluations). Community registered nurses build support through assessment, interventions and evaluation. Additionally, colleagues and nursing students require support built around them as they continue their work. Conclusion: The core category of building support emerged from the two theoretical categories. The findings from the two settings of Wales and Ontario presented from the study showed that there were differences and similarities in how the community registered nurses built the support for the individual, carers, nursing colleagues and future practitioners.
Supervisor: Northway, Ruth ; Todd, Stuart Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.788421  DOI: Not available
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