Patients With Learning Disabilities: Quality Care

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Table of Contents

Population
Intervention
Comparison
Outcome
Time
PICOT Question
Reference List

Population

Patients with learning disabilities (PLDs) are the primary focus of the study. Particularly, the research will focus on young adults aged 18-30 who have been suffering from incapability to learn, including the conditions such as dyslexia, dyspraxia, dyscalculia, and dysgraphia (Daniels, Edwards, Engeström, Gallagher, & Ludvigsen, 2014).

As far as the gender is concerned, it is expected that the experimental group will be represented by both male and female patients in equal proportion. Although the current study is not aimed at detecting the differences in the efficacy of the intervention based on the gender of the participants, the outcomes of the research may create prerequisites for a follow-up study with a closer analysis of the gender-related factor (Sheehan et al., 2016).

The following formula was used to determine the sample size of the identified population members:

formula was used to determine the sample size of the identified population members

The formula was chosen based on the type of the statistical analysis to be performed (one-tailed sample t-test). Using the formula provided above, one will determine that that sample size of the target population is 102 participants (Randolph & Myers, 2013).

Intervention

The intervention will imply carrying out regular online conversations with the community members on the suggested topics and issues. The nurses will provide assistance to the PLD participants in case they will need clarifications or require any kind of help. Furthermore, the communication process will occur among the participants after they choose a specific nickname or are assigned with one randomly.

The anonymity of the patients will not be complete – the patients will have to provide the nurses with their nicknames so that the staff could track down the progress made. However, the people involved in the communication process will be unaware of one another’s identity (Lim & Ting, 2013).

Comparison

The responsiveness of the participants, as well as their overall progress in acquiring information and learning new skills, will be recorded carefully. After two months of regular interventions, a comparison between the initial communication abilities of the participants and the one that will be measured after the treatment is over will be carried out.

The comparison will involve the number of people that the participants engaged in conversations with, the frequency, with which the dialogues occurred, and the duration thereof. In addition, the literacy skills will be assessed to figure out whether the intervention has enhanced the literacy acquisition process.

Outcome

It is expected that the PLDs involved in the experiment will develop communication skills and become more sociable as a result of the intervention. Particularly, it is assumed that the intervention will help them get rid of the fear of failing, being laughed at, and eventually ostracized from the rest of the community.

In addition, the learning progress of the experiment members also must rise significantly. Particularly, the PLDs involved in the program are likely to develop literacy skills in a more efficient manner. It would be wrong to assume that the intervention will deliver shocking results of 50% or even 30% literacy increase. Particularly, it is expected that the skills related to reading, writing, and calculation will increase by 5-10% among the participants. In other words, the frequency of making the mistakes in the target areas will reduce by 5-10%.

Time

The time frame of the experiment is two months. It is expected that PLDs will be able to improve their communication skills so that the changes could be spotted after the assessment. The communication sessions, in their turn, will take 2 hours per day. Therefore, the total of at least 120 hours will be required.

PICOT Question

Will the use of crossing networks and the focus on talent development help address the needs of PLDs aged 18-30 better than the current framework sustaining their poor knowledge acquisition after 2-3 months of interventions?

Reference List

Daniels, H., Edwards, A., Engeström, Y., Gallagher, T., & Ludvigsen, S. R. (2014). Activity theory in practice: Promoting learning across boundaries and agencies. New York, NY: Routledge.

Lim, W. M., & Ting, D. H. (2013). Research methodology: A toolkit of sampling and data analysis techniques for quantitative research. New York, NY: GRIN Verlag.

Randolph, K. A., & Myers, L. L. (2013). Basic statistics in multivariate analysis. Oxford: OUP.

Sheehan, R., Gandesha, A., Hassiotis, A., Gallagher, P., Burnell, M., Jones, G.,… & Crawford, N. J. (2016). An audit of the quality of inpatient care for adults with learning disability in the UK. BMJ Open, 6(4), 1-7.

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