The purpose of this paper is to explore the perceived needs of junior nurses working with women with learning disabilities in a secure setting who display violence and aggression; and to contribute to this specialised area of research and to identify potential areas for further post registration education.
The study adopted a qualitative design using thematic analysis. Initial questionnaires were distributed and the results analysed in order to form initial themes. These initial themes were then used to carry out a one-off focus group and this was transcribed verbatim and then analysed using Braun and Clarke thematic analysis to develop final themes.
The findings identified a need for staff to be able to access effective immediate support following incidents of violence and aggression and support be offered within a clear structured environment. Staff indicated that peer supervision be made available and that they also receive adequate education relating to gender specific issues and the use of seclusion.
The research had several limitations. These included a small sample size which was also largely self-selected. Bias may have to be acknowledged in respect of completion of questionnaires depending on their view of participation and what they might be contributing to. Despite this the results do raise further questions such as staff decision making around the use of seclusion.
Implications centred around the organisation’s delivery of education to staff in relation to the clinical decision-making skills they require in order to effectively support women with learning disabilities who display violent and/or aggressive behaviour. The study also has implications for potential supervision structures currently offered within these services.
This paper fulfils a need to explore services for women with a learning disability further and how services can be shaped using current perspective and up to date research in line with recent policy, e.g. Corston Report (Home Office, 2007).
