A survey of Registered Nurses’ educational experiences and self-perceived capability to care for people with intellectual disability and/or autism spectrum disorder

Cashin, Andrew; Pracilio, Amy; Buckley, Thomas; Kersten, Michelle; Trollor, Julian N.; Morphet, Julia; Howie, Virginia; Griffin, Ken; Wilson, Nathan J.

doi:10.3109/13668250.2021.1967897

Cited by 21 publications

(22 citation statements)

References 17 publications

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“…Recent studies have highlighted the scarcity of Australian undergraduate nursing curricula focused on people with ID and/or ASD (Furst & Salvador-Carulla, 2019;Trollor et al, 2018). The impact of volume and type of educational preparation on reduced levels of comfort and confidence by registered nurses caring for this cohort has been identified (Cashin et al, 2021).…”

Section: Backg Rou N Dmentioning

confidence: 99%

“…A companion paper has reported on the educational experiences and perceived capability of Australian nurses providing nursing care to people with ID and/or ASD (Cashin et al, 2021). This paper is solely focussed on exploring registered nurses' awareness and implementation of reasonable adjustments when working with people with ID and/or ASD.…”

Section: The Studymentioning

confidence: 99%

“…Recent studies have highlighted the scarcity of Australian undergraduate nursing curricula focused on people with ID and/or ASD (Furst & Salvador‐Carulla, 2019; Trollor et al, 2018). The impact of volume and type of educational preparation on reduced levels of comfort and confidence by registered nurses caring for this cohort has been identified (Cashin et al, 2021). Greater knowledge about the familiarity of nurses with reasonable adjustments, and the regularity and diversity of its application within their practice can aid the identification of further knowledge gaps and help focus future curricula and professional development programmes.…”

Section: Introductionmentioning

confidence: 99%

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Registered nurses' awareness and implementation of reasonable adjustments for people with intellectual disability and/or autism

Wilson

Pracilio

Kersten

et al. 2022

Journal of Advanced Nursing

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Aim To describe Australian registered nurses' awareness, and implementation of reasonable adjustments within their practice when caring for people with intellectual disability and/or autism. Additionally, the association between key demographic, workforce, and respondent variables and familiarity of the term and regularity of use was explored. Design Cross‐sectional survey. Methods Survey data were collected between August and October 2020 using an online survey tool. Data were analysed using descriptive and inferential statistics. Results Familiarity of the concept of reasonable adjustments was relatively low, compared to respondents who report applying adjustments when caring for people with intellectual disability and/or autism. Higher levels of confidence, comfort, and knowledge when caring for this cohort were associated with greater awareness and application of reasonable adjustments. Conclusion A higher volume, and diversity in type of, nursing education related to care for people with intellectual disability and/or autism is indicated.

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Section: Backg Rou N Dmentioning

confidence: 99%

Section: The Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Registered nurses' awareness and implementation of reasonable adjustments for people with intellectual disability and/or autism

Wilson

Pracilio

Kersten

et al. 2022

Journal of Advanced Nursing

Self Cite

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“…A supported interprofessional discussion with disabled people enabled a critical reflection on the merits and limitations of the social and biomedical models of disability and health [55]. For already practicing HPs, these personal and professional strategies might also prove valuable, especially for HPs who have not specialized in working with a specific disabled population (for example, intellectual disability) and who demonstrate more negative attitudes and emotions towards these people, compared to HPs who benefit from greater exposure whilst working [22,23,27,28].…”

Section: Experiential Learning Opportunities For Student Hpsmentioning

confidence: 99%

“…Similar to practicing HPs, these behaviors arose from a lack of confidence with approaching disabled people and a feeling of being 'overwhelmed' due to a lack of training with positive disability-specific experiential learning opportunities [15]. Previous surveys of registered nurses have shown preparedness via upskilling and postgraduate learning opportunities is associated with more comfort and knowledge to care for people with intellectual disability and autism [27,28].…”

Section: Introductionmentioning

confidence: 99%

“Someone Like Anyone Else”: A Qualitative Exploration of New Zealand Health Professional Students’ Understanding of Disability

et al. 2022

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Background: One in four New Zealanders identify as disabled. Disabled people, including Māori (the indigenous people of New Zealand (NZ)), experience health disparities. Systemic and individual health professional (HP) biases are factors that may affect health outcomes. Disability education is a means for improving attitudes and behaviors towards disabled people. The objective of this study was to explore NZ HP students’ understanding of disability and health-related concepts. Methods: HP students from one tertiary institution in NZ were interviewed through Zoom video call about their understanding of disability and health. A relativism paradigm and contextualism epistemology (underpinned by the socio-ecological model) shaped the reflexive thematic analysis. Transcripts were analyzed at a deductive and latent level. Results: Nine HP participants, from different professional courses and cultural backgrounds, were interviewed. Three main themes influenced participants’ understanding of disability: life experiences, professional education, and societal exposure. Participants who had more experience with disabled people had a deeper and more nuanced appreciation of the challenges disabled people face in accessing health services and obtaining equitable health outcomes. Cultural background also influenced the participants’ understanding of disability. Participants preferred more experiential learning methods to improve their knowledge of disability concepts. Lastly, expectations of inclusion are determined by observing social norms. Conclusion: Participants reported learning just a few models of disability. The HP students predominantly came from a perspective of ensuring equality rather than equity. There was limited recognition of the systemic biases that exist within multiple social determinants and how these perpetuate health inequities for disabled people. A socio-ecological consideration of disability throughout the curricula, self-reflection, acknowledging systemic bias, and proactively including disabled people as HP students and teachers are potential means for addressing health inequities.

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Increasing multidisciplinary professionals' capacity to support neurodiverse families

Oehme,

Bradley,

Cameron

et al. 2023

Diversity & Inclusion Research

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Persistent stigma surrounding neurodivergent people still exists. This article advocates for changes to societal systems to improve the well‐being of neurodivergent individuals and families, beginning with widespread awareness and support. Our suggested approach to improve societal infrastructure includes large‐scale online educational training of multidisciplinary professionals who operate within these systems to increase understanding, awareness, support, and accommodations for neurodivergent people. Multidisciplinary professionals who have received neurodiversity training can advocate for their respective systems to improve services for neurodivergent clients. We describe the 2023 development of Florida State University's (FSU) new online Professional Certification in the Fundamentals of Neurodiversity. The asynchronous psychoeducational training provides continuing education credit to a wide range of professionals. The framework for this training and curriculum content are described. Such training, along with a set of accompanying open‐access resources, can be replicated by institutions in many languages and cultures to improve professionals' knowledge and skills across the globe.

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A survey of Registered Nurses’ educational experiences and self-perceived capability to care for people with intellectual disability and/or autism spectrum disorder

Cited by 21 publications

References 17 publications

Registered nurses' awareness and implementation of reasonable adjustments for people with intellectual disability and/or autism

Registered nurses' awareness and implementation of reasonable adjustments for people with intellectual disability and/or autism

“Someone Like Anyone Else”: A Qualitative Exploration of New Zealand Health Professional Students’ Understanding of Disability

Increasing multidisciplinary professionals' capacity to support neurodiverse families

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