Center for Social Work Education, Widener University, Chester, PA 19013, USA.
Intellect Dev Disabil. 2012 Apr;50(2):129-39. doi: 10.1352/1934-9556-50.02.129.
Adults with intellectual and developmental disabilities have medical conditions similar to those among the general population but with more complex presentation, a extended life expectancy, and increased risk of morbidity and mortality. These adults' health education has been inadequate. In this qualitative study, the author describes the experiences of 23 registered nurses who provide health teaching to adults with intellectual and developmental disabilities, selection of and health topics taught, and teaching activities put into practice. The author used a rigorous descriptive, naturalistic inquiry design with purposive (n = 22) and snowball (n = 1) sampling. Data were gathered through individual interviews, focus groups, and nonparticipant observations, and analyzed with a constant comparative method. Findings concerned the educators' developmental process, use of a social context to teach, and health-teaching activities. Registered nurses s described their transformation from insecure, novice health educators to confident and passionate educators of adults with intellectual and developmental disabilities. Findings apply to multiple disciplines.
成人智力和发育障碍患者具有与普通人群相似的医疗条件，但表现更为复杂，预期寿命延长，发病率和死亡率增加。这些成年人的健康教育一直不足。在这项定性研究中，作者描述了 23 名向智力和发育障碍成人提供健康教育的注册护士的经验，包括选择和教授的健康主题，以及实际实施的教学活动。作者采用了严格的描述性、自然主义探究设计，采用了目的性（n=22）和雪球抽样（n=1）。数据通过个人访谈、焦点小组和非参与观察收集，并采用恒定性比较方法进行分析。研究结果涉及教育者的发展过程、利用社会背景进行教学以及健康教学活动。注册护士描述了他们从没有安全感、新手健康教育者到自信和热情的智力和发育障碍成人教育者的转变。研究结果适用于多个学科。
