Intellectual and developmental disability nursing: current challenges in the USA

Auberry, Kathy

doi:10.2147/nrr.s154511

Cited by 18 publications

(26 citation statements)

References 17 publications

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“…Nurses and nursing leadership cannot be expected to make this paradigm shift in care for adults with ID without ID‐specific education and training. Currently, nursing students receive minimal didactic and clinical ID‐specific educational preparation . Having a knowledge base, communication skill set, and practical experience caring for adults with ID may also help to prevent the fear and frustration reported by nurses in caring for this group.…”

Section: Discussionmentioning

confidence: 99%

Nurses' attitudes, beliefs, and emotions toward caring for adults with intellectual disabilities: An integrative review

Desroches

2019

Nurs Forum

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Background: Negative health-care provider attitudes are a contributing factor to the myriad health disparities faced by people with intellectual disabilities (ID). Nursing comprises the nation's largest health-care profession, yet no integrative review on this topic is found.Purpose: To organize findings of studies exploring nurses' attitudes, beliefs, and emotions about caring for adults with ID, to identify areas for future research, and to discuss recommendations for nursing practice.Methods: Whittemore and Knafl's integrative review method guided this study.Results: Twenty studies were conducted across eight countries, dichotomized according to mainstream or ID nursing specialty, and were mostly setting-specific.Common themes included: "knowing the person," "paternalism/infantilization," "communication challenges," "organizational support," "time," and "ID-specific knowledge and experience." Mainstream nurses' emotions were primarily negative, whereas ID nurses experienced conflicting positive and negative emotions.Antecedents and effects of nurse attitudes and emotions on the quality of care of adults with ID were identified.Conclusions/Implications: Despite recent increased research on this topic across multiple countries, further research is needed. The findings of this study will aid the development of strategies to address negative nurse attitudes toward caring for adults with ID and act as a foundation for future research beyond the descriptive stage. K E Y W O R D S intellectual disability, nurse attitude, nurse emotions Discriminatory health-care provider attitudes and emotions negatively impact care quality. Negative health-care provider attitudes are implicated as a contributing factor to health disparities in adults with intellectual disabilities (ID). Indeed, stigmatizing attitudes toward adults with ID are found among mainstream health-care providers. 1 Each health-care profession is unique, however, and understanding the attitudes and emotions specific to nurses is important to improve nursing care. Guided by the methodology of Whittemore and Knafl, 2 the purpose of this integrative review is to organize findings of studies exploring nurses' attitudes, beliefs, and emotions about caring for adults with ID, to identify areas for future research, and to discuss recommendations for nursing practice.

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Section: Discussionmentioning

confidence: 99%

Nurses' attitudes, beliefs, and emotions toward caring for adults with intellectual disabilities: An integrative review

Desroches

2019

Nurs Forum

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“…DD nurses, as registered licensed and practical nurses who provide nursing care and support to individuals with DD 19 , play a critical yet complex role in filling the health care gap for people with DD. DD nurses care for people with a wide scope of DD often accompanied by chronic co-morbidities and multifaceted care needs across a growing diversity of care settings 20 . There are now as many DD care settings are there are places for people with DD to live, work, and recreate.…”

Section: Introductionmentioning

confidence: 99%

“…DD nurses also collectively face unique challenges in meeting the care needs of people with DD, including addressing stigma associated with people with DD and ensuring that care is responsive to the unique needs of people with DD given the inadequate disability knowledge and training of the health care team20. DD nurses also face tension from within the disability community as they balance health care needs with concerns related to a medical model of care 20 . The nursing profession as a whole is firmly established within a medical model of care, which views disability as an illness or abnormality within the individual, requiring expert healthcare professional intervention 20 .…”

Section: Introductionmentioning

confidence: 99%

“…DD nurses also face tension from within the disability community as they balance health care needs with concerns related to a medical model of care 20 . The nursing profession as a whole is firmly established within a medical model of care, which views disability as an illness or abnormality within the individual, requiring expert healthcare professional intervention 20 . The concern is that a focus on medical care needs will restrict the freedom of persons with DD to live, work, and recreate in the least restrictive setting.…”

Section: Introductionmentioning

confidence: 99%

“…The concern is that a focus on medical care needs will restrict the freedom of persons with DD to live, work, and recreate in the least restrictive setting. In reality, DD nurses’ practice is guided by a person and family-centered model of care 21 , in which persons with DD and their families are equal partners in care decisions, and care is guided by the person’s unique situation, values, priorities, and goals 20 .…”

Section: Introductionmentioning

confidence: 99%

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Impact of COVID-19: Nursing challenges to meeting the care needs of people with developmental disabilities

Desroches

Ailey

Fisher

et al. 2021

Disability and Health Journal

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Background People with developmental disabilities (DD) are a population at high-risk for poor outcomes related to COVID-19. COVID-19-specific risks, including greater comorbidities and congregate living situations in persons with DD compound existing health disparities. With their expertise in care of persons with DD and understanding of basic principles of infection control, DD nurses are well-prepared to advocate for the needs of people with DD during the COVID-19 pandemic. Objective To assess the challenges faced by nurses caring for persons with DD during the COVID-19 pandemic and how the challenges impact people with DD. Methods We surveyed 556 DD nurses, from April 6-20, 2020. The 35-item mixed-method survey asked nurses to rate the degree of challenge to meeting the care needs of people with DD. We analyzed responses based on presence of COVID-19 in the care setting and geographically. One open-ended question elicited challenges not included in the survey, which we analyzed using manifest content analysis. Results Startlingly, nurses reported being excluded from COVID-19 planning, and an absence of public health guidelines specific to persons with DD, despite their high-risk status. Obtaining PPE and sanitizers and meeting social-behavioral care needs were most highly ranked challenges. COVID-19 impacted nurses' ability to maintain adequate staffing and perform essential aspects of care. No significant geographic differences were noted. Conclusions DD nurses must be involved in public health planning and policy development to ensure that basic care needs of persons with DD are met, and the disproportionate burden of COVID-19 in this vulnerable population is reduced.

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Nursing students' perceived stress, self‐efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision‐making: An observational study in Norway

et al. 2022

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Aim Simulation‐based nursing education interventions have a strong educational effect on psychomotoric skills, but students may experience physiological stress and anxiety during simulation. The aims of this study were to explore (1) nursing students' perceived stress, self‐efficacy, control and evaluation before and after simulation as part a structured course in physical assessment, (2) whether factors such as gender, age or previous work experience were associated with perceived stress during simulation and (3) nursing students evaluation of the course. Design An observational, cross‐sectional study before and after simulation and a course in physical assessment. Methods We utilized “the Self‐Assessment Manikin for measuring emotion” before and after simulation, a questionnaire to identify symptoms of stress after simulation, and a questionnaire to evaluate the physical assessment course. Results A total of 59 students participated. Students perceived stress before simulation but reported a lower degree of activation, a more positive mood, increased feeling of control and self‐efficacy after the simulation. They also felt more secure about their assessments. Even though students reported of several symptoms of stress before simluation, the course increased students' self‐reported competence and feeling of security.

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Intellectual and developmental disability nursing: current challenges in the USA

Cited by 18 publications

References 17 publications

Nurses' attitudes, beliefs, and emotions toward caring for adults with intellectual disabilities: An integrative review

Nurses' attitudes, beliefs, and emotions toward caring for adults with intellectual disabilities: An integrative review

Impact of COVID-19: Nursing challenges to meeting the care needs of people with developmental disabilities

Nursing students' perceived stress, self‐efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision‐making: An observational study in Norway

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