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Improving medication practices for persons with intellectual and developmental disability: Educating direct support

Kathy Auberry1, Katherine Wills2, Carrie Shaver1

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Summary

Direct support professionals (DSPs) demonstrated improved medication administration skills and confidence through hands-on simulations and reflective practice. Training enhanced their understanding of medication processes and consequences.

Keywords:
debriefingdevelopmental disabilitydirect support professionalintellectual disabilitymedication managementreflectionsimulation

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Area of Science:

  • Healthcare Education
  • Intellectual and Developmental Disabilities
  • Medication Management Training

Background:

  • Direct support professionals (DSPs) are increasingly involved in medication administration for individuals with intellectual and developmental disabilities (IDD).
  • Nursing personnel often provide workplace training for DSPs in medication administration.
  • There is a need to enhance DSPs' skills and confidence in this critical role.

Purpose of the Study:

  • To present empirical data and design suggestions for improving DSPs' medication administration skills and confidence.
  • To evaluate the impact of simulations, debriefing, and reflective practice on DSP training.
  • To explore DSPs' desire for deeper understanding beyond basic medication dispensing.

Main Methods:

  • Implementation of in-service training incorporating hands-on simulations and debriefing.
  • Inclusion of written reflective practice as part of the continuing education.
  • Quantitative assessment of skill levels and confidence pre- and post-simulation.
  • Qualitative exploration of DSPs' perspectives on medication administration.

Main Results:

  • Quantitative data showed statistically significant increases in DSPs' skill levels and confidence after simulations (general medication management: -4.5, p < 0.001; gastrointestinal medication management: -4.4, p < 0.001).
  • Qualitative findings revealed DSPs' desire to understand the medical processes, causalities, and consequences of medication administration.
  • The integrated training approach was acknowledged by DSPs to improve their competence.

Conclusions:

  • Hands-on simulations, debriefing, and reflective practice significantly enhance DSPs' medication administration skills and confidence.
  • DSPs seek a comprehensive understanding of medications, not just procedural execution.
  • Recommendations are provided for integrating these methods into continuing education for DSPs.