Intellectual disability content within pre-registration nursing curriculum: How is it taught?

Trollor, Julian N.; Eagleson, Claire; Turner, Beth; Salomon, Carmela; Cashin, Andrew; Iacono, Teresa; Goddard, Linda; Lennox, Nick

doi:10.1016/j.nedt.2018.07.002

Cited by 21 publications

(17 citation statements)

References 38 publications

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“…According to the Transition Theory, raising awareness of transition and associated issues are paramount to healthy transition outcomes (Meleis et al., ). There is recognition of the importance of developing meaningful learning approaches for undergraduate nurses (Trollor et al., ), particularly where this involves direct contact with people with ID. In the UK the recently published proficiency standards for registered nurses (Nursing and Midwifery Council, ) emphasize the leadership role for nurses in coordinating and managing the complex nursing and integrated care needs of people at any stage of their lives, across a range of organizations and settings.…”

Section: Discussionmentioning

confidence: 99%

“…According to the Transition Theory, raising awareness of transition and associated issues are paramount to healthy transition outcomes (Meleis et al, 2000). There is recognition of the importance of developing meaningful learning approaches for undergraduate nurses (Trollor et al, 2018), particularly where this involves direct contact with people with ID. In the UK the recently published proficiency stan-…”

Section: Nurse Educationmentioning

confidence: 99%

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Transitions from child to adult health care for young people with intellectual disabilities: A systematic review

Brown

MacArthur

Higgins

et al. 2019

Journal of Advanced Nursing

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Aims To examine the experiences of health transitions for young people with intellectual disabilities and their carers and identify the implications for nursing practice. Design A systematic review and critical appraisal of qualitative, quantitative, and mixed methods studies. Data sources A search of the relevant literature published 2007–2017 was carried out in AMED, ASSIA, CINAHL, MEDLINE, PsycINFO, PubMed, and Science Direct Sociological Abstracts databases. Review methods A total of 12 of 637 papers identified in the search met the inclusion criteria for this review. A narrative review of the papers was undertaken by synthesizing the key findings and grouping them into concepts and emergent themes. Results Four main themes were identified: (a) becoming an adult; (b) fragmented transition process and care; (c) parents as advocates in emotional turmoil; and (d) making transitions happen. Conclusion The range of issues that have an impact on the transition from child to adult health services for young people with intellectual disabilities and their carers raise important implications for policy development, nursing practice, and education.

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Section: Discussionmentioning

confidence: 99%

Section: Nurse Educationmentioning

confidence: 99%

Transitions from child to adult health care for young people with intellectual disabilities: A systematic review

Brown

MacArthur

Higgins

et al. 2019

Journal of Advanced Nursing

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“…22,25,26 In a study of 31 Australian nursing schools, 15 provided content related to IDD; however, most schools did not have a faculty member with any IDD experience. 27 Only Ireland and the United Kingdom include the opportunity for a nursing subspecialty in intellectual and developmental disability in their undergraduate nursing curriculum. [28][29][30] Unfortunately, these courses are not well integrated or have limited inclusion in other fields of pre-qualifying specialism, like adult nursing.…”

Section: Educationmentioning

confidence: 99%

A nurses’ ethical commitment to people with intellectual and developmental disabilities

et al. 2020

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Aim: This article explores the issues of knowledge deficits of healthcare professionals in meeting the needs of people with IDD throughout the life span, and to identify factors that contribute to these deficits. Although statistics vary due to census results and the presence of a “hidden population,” approximately 1%–3% of the global population identify as living with an intellectual or developmental disability. People with intellectual or developmental disability experience health inequities and confront multiple barriers in society, often related to the stigma of intellectual or developmental disability. Disparities in care and service are attributed to a lack of knowledge and understanding among healthcare providers about people with intellectual or developmental disability, despite their increased risk for chronic health problems. The near absence of educational programs in nursing both nationally and internationally contributes to this significant knowledge deficit. In addition, ethical considerations between paternalistic beneficence and idealized autonomy have resulted in a lack of clear direction in working with a population that is often ignored or exploited. Nurses who view people with intellectual or developmental disability as vulnerable without assessing or acknowledging their capabilities may err toward paternalism in an effort to “first do no harm.” Likewise, nurses who fail to recognize the challenges and limitations faced by people with intellectual or developmental disability may not provide sufficient protections for a vulnerable person. People with intellectual or developmental disability are not binary, but rather complex individuals with a myriad of presentations. This article seeks to encourage a well-informed model of nursing care. Through an ethical lens, this article explores the nurse’s ethical commitments in cases of victimization, access to care, decision making, and the provision of optimal end-of-life care for people with intellectual or developmental disability.

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“…Little is known about the familiarity of the mainstream nursing workforce with the concept of reasonable adjustments, and its application when caring for people with ID and/or ASD. 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: Introductionmentioning

confidence: 99%

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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Intellectual disability content within pre-registration nursing curriculum: How is it taught?

Cited by 21 publications

References 38 publications

Transitions from child to adult health care for young people with intellectual disabilities: A systematic review

Transitions from child to adult health care for young people with intellectual disabilities: A systematic review

A nurses’ ethical commitment to people with intellectual and developmental disabilities

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

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