Attitudes towards people with disabilities across different healthcare undergraduate students: A cluster analysis approach

Abstract

Background and PurposeNegative attitudes towards disability amongst healthcare professionals endanger social inclusion of people with disabilities (PwD). This study aimed to investigate the attitude of undergraduate healthcare students of various disciplines towards PwD, including specific aspects of their attitude.MethodsWe assessed the attitudes of university students, including physiotherapy, speech therapy, nursing, social work and medical students, through the Greek Interaction with Disabled Person Scale (IDPS) in a survey. Data were analysed using a two‐step clustering technique.ResultsFour hundred‐eighty undergraduate healthcare students (21.4 ± 5.3 years‐old; 135 males, 345 females) were recruited. Two‐step cluster analysis identified three homogenous subgroups labelled Least positive attitude (42.3%), Moderately positive attitude (26.9%), and Most positive attitude (30.8%) groups. Τhe main differences in healthcare students' attitudes between the three distinct groups appeared to be in feelings of sympathy, fear and susceptibility towards disability, suggesting that these aspects of attitude needed to be primarily addressed. Results also revealed that females, being in higher semester/year of studies, having completed a clinical module with PwD and having frequent contact with PwD were related to more positive attitudes.ConclusionTaking into account that the majority of the healthcare students' sample yielded least and moderately positive attitudes, towards PwD, further actions should be taken for promoting more positive attitudes towards disability. A social model in teaching to increase student's awareness of PwD and skills to work with these people, having PwD themselves teaching such modules, focussing on positive experiences and reminding the students of the benefits of having positive attitudes towards PwD, as well as promoting ways to increase the contact of healthcare students with PwD (such as teaching in co‐operation with organisations of PwD or finding alternative clinical placements with PwD), can be beneficial in promoting more positive attitudes towards disability.

Teaching Self-Efficacy at Primary Education in Greece

“…Also, in their research, Zoniou-Sideri and Vlachou (2006) found that teachers' positive attitudes towards inclusion were associated with high self-efficacy. Moreover, interaction with people with disabilities tends to alleviate difficulties toward their inclusion (Bania et al, 2021(Bania et al, , 2022(Bania et al, , 2023. Moreover, attitudes toward inclusion constitute a complex phenomenon.…”