What works in community health education for adults with learning disabilities: A scoping review of the literature

Rebecca Owens*, Sarah Earle, Cliodna McNulty, Elizabeth Tilley

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    7 Citations (Scopus)

    Abstract

    Background: Research suggests there is insufficient good quality information regarding the effectiveness of health education aimed at adults with intellectual disabilities. By analysing the literature, this review aimed to identify what constituted effectiveness in this context. Method: Relevant evaluations were extracted from bibliographic databases according to pre-specified criteria. Papers were analysed using QSR NVivo 11 by developing a narrative synthesis and analytic framework that identified and explored text addressing the research question. Results: Twenty-two studies were included. The review identified two broad components of effective health education: mechanisms and context. Mechanisms included embedded programme flexibility, appropriate and accessible resources, and motivational delivery. An effective context included an accessible and supportive environment and longer term opportunities for reinforcement of learning. Conclusions: Important gaps in the literature highlighted a need for further research addressing community learning experiences of adults with intellectual disabilities as well as the effectiveness of infection prevention programmes.

    Original languageEnglish
    Pages (from-to)1268-1283
    Number of pages16
    JournalJournal of Applied Research in Intellectual Disabilities
    Volume33
    Issue number6
    DOIs
    Publication statusPublished - 1 Nov 2020

    Bibliographical note

    Publisher Copyright:
    © 2020 The Authors. Journal of Applied Research in Intellectual Disabilities published by John Wiley & Sons Ltd

    Keywords

    • community
    • health education
    • intellectual disability
    • self-care

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