Inclusion of learning disability research in nursing journals: a review of 5 international journals 2013-2017

Introduction: Authors (Turnbull, 1997, Northway et al, 2006, Griffiths et al, 2007) indicated a dearth of nursing research relating to people with learning disabilities, while a UK wide programme (Scottish Government, 2012) and subsequent collaborative activity recommended robust clinically based nursing research was required. Methods: A targeted literature review of five international nursing journals from 2013 to 2017 was undertaken to establish the frequency and content of published learning disability research. A total of 50 papers were identified, 39 original articles were included. Results: The review highlighted that 0.7% of papers published related to people with a learning disability. Of these, 41% included people with learning disabilities as subjects or participants of the research, while 46% involved students or parent carers. 49% presented recommendations focused on nursing practice, 15% made education recommendations, while 28% had implications for practice and education and encouraged greater involvement of people with learning disabilities in research. Implications: This review posits a disproportionately low representation of primary nursing research relating to people with learning disabilities in international nursing literature. Specialist Learning Disability journals could account for this disparity. A study is recommended to establish the priorities for nursing research relating to people with learning disabilities.