Rennick-Egglestone, Stefan

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Rennick-Egglestone, Stefan

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Biography

I’m currently a Senior Research Fellow in the School of Health Sciences, where I work as the programme co-ordinator for “Narrative Experiences On-Line (NEON)”, an NIHR Programme Grant for Applied Research. http://www.researchintorecovery.com/NEON. I’m an active member of the Centre for Social Futures in the Institute of Mental Health. I’m also a member of the Digital Health Research Priority Area. I was previously a lecturer (20%) and research fellow (80%) in the School of Computer Science, University of Nottingham, and worked on digital strategy for the Faculty of Medicine and Health Sciences as a member of the University of Nottingham Digital Research Team.

Publication Search Results

Now showing 1 - 2 of 2

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Time to prioritise the use of participatory research methods for people with intellectual disabilities
(Cambridge University Press, 2025-05) Majid, Madiha; Todowede, Olamide; Roy, Ashok; Jordan, Gerald; Rennick-Egglestone, Stefan; University of Nottingham; Coventry and Warwickshire Partnership Trust; University of Birmingham; Learning Disabilities; Medical and Dental; Majid, Madiha; Roy, Ashok
People with intellectual disability experience significant health inequality, and consequently poor health outcomes. Although research can facilitate change, there is a risk of researchers propagating inequity by selecting methods that exclude people with some forms of intellectual disability. We argue for participatory research methods that enable inclusion.
Metadata only
Factors influencing physical healthcare quality for people with intellectual disabilities: psychiatry multidisciplinary team perspective
(Cambridge University Press, 2025-06) Majid, Madiha; Rennick-Egglestone, Stefan; Harris, Bronwyn; Roy, Ashok; Crawford, Hayley; University of Nottingham; University of Warwick; Coventry and Warwickshire Partnership NHS Trust; NIHR Nottingham Biomedical Research Centre, Institute of Mental Health, Nottingham; Learning Disabilities; Medical and Dental; Majid, Madiha; Roy, Ashok
Background: There is a need for better collaborative care between services to improve healthcare provision for people with intellectual disabilities. In the UK, the learning disability psychiatry multidisciplinary team (MDT) is a specialist team responsible for providing and coordinating care for people with intellectual disabilities. Aims: To document learning disability MDT perspectives on factors influencing healthcare quality for people with intellectual disabilities. Method: Healthcare professionals who were members of a learning disability MDT within a National Health Service Trust in the West Midlands were purposively sampled for interview (n = 11). Participants included psychiatrists, nurses, occupational therapists and speech and language therapists. Data were analysed thematically using Braun and Clarke's six-stage approach. Results: Factors influencing the quality of healthcare provision included: the learning disability MDT working to overcome systemic barriers; the consequences of specific failures within mainstream healthcare services, such as diagnostic overshadowing; inadequate use of information collated in health passports; and inadequate capacity assessments of people with intellectual disabilities. Improvements in healthcare provision for people with intellectual disabilities require better accessibility to healthcare and better training for healthcare professionals so they can understand the health needs of people with intellectual disabilities. Conclusions: A rapid review of practices around health passports for people with intellectual disabilities should be conducted. Healthcare professionals working in mainstream healthcare services need an increased awareness of the harms of diagnostic overshadowing and inadequate capacity assessments. Conclusions are based on findings from MDTs within one health board; future work may focus on understanding perspectives from different teams.