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Reducing health inequalities in Scotland : the involvement of people with learning disabilities as national health service reviewers

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Campbell2010ReducinghealthinequalitiesScotlandBritishJLearningDis.pdf (108.4Kb)
Date
03/2010
Author
Campbell, Martin
Martin, M
Keywords
Expert patient
Health inequalities
Learning disabilities
Scotland
HV Social pathology. Social and public welfare
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Abstract
Reducing health inequalities is a key priority for the Scottish Government. Health authorities are expected to meet quality targets. The involvement of people with learning disabilities in health service review teams has been one of the initiatives used in by NHS Quality Improvement Scotland to empower patients and improve health services. This paper describes this initiative, how it was planned, and an evaluation by health staff, carers and people with learning disabilities. Recommendations are made to ensure the future success of this type of initiative in Scotland and elsewhere. This initiative was evaluated positively and tested traditional assumptions, challenging the power imbalance in patient-provider relationships. The theory and the practice of including people with learning disabilities as “expert patient” reviewers are discussed.
Citation
Campbell , M & Martin , M 2010 , ' Reducing health inequalities in Scotland : the involvement of people with learning disabilities as national health service reviewers ' , British Journal of Learning Disabilities , vol. 38 , no. 1 , pp. 49-58 . https://doi.org/10.1111/j.1468-3156.2009.00562.x
Publication
British Journal of Learning Disabilities
Status
Peer reviewed
DOI
https://doi.org/10.1111/j.1468-3156.2009.00562.x
ISSN
1354-4187
Type
Journal article
Rights
This is the preprint version of the following article: Campbell, M. and Martin, M. (2010), Reducing health inequalities in Scotland: the involvement of people with learning disabilities as national health service reviewers. British Journal of Learning Disabilities, 38: 49–58. © 2009 Blackwell Publishing Ltd, which has been published in final form at doi: 10.1111/j.1468-3156.2009.00562.x
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  • Psychology & Neuroscience Research
  • University of St Andrews Research
URL
http://www.scopus.com/inward/record.url?scp=77949884822&partnerID=8YFLogxK
URI
http://hdl.handle.net/10023/3380

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