Faculty of Health and Human Sciences and Health Clinic, Southern Cross University, Lismore, NSW, Australia.
Faculty of Health and Human Sciences, Southern Cross University, Lismore, NSW, Australia.
J Clin Nurs. 2022 Oct;31(19-20):2971-2980. doi: 10.1111/jocn.16131. Epub 2021 Nov 16.
To compare the self-perceived preparedness, knowledge, comfort and confidence of Australian Registered Nurses when caring for people with ID and/or ASD across contexts of practice: primary care and community, intensive care, acute hospital, emergency department, paediatrics and ID/ASD.
There is limited research comparing nursing preparedness and competency when caring for people with intellectual disability (ID) and/or autism (ASD) across nursing contexts of practice. A greater understanding of the differed educational preparedness, confidence and comfort across contexts of practice can aid the development of tailored educational programmes to improve nursing capacity to care for this cohort.
Cross-sectional descriptive study.
A descriptive survey tool of registered nurses (n = 69.3). Comparative inferential analysis was undertaken between the independent categorical variable of six nursing contexts of practice across several dependent variables including age, years since registration, educational content and exposure, knowledge, comfort and confidence. This cross-sectional study was undertaken according to the STROBE Statement checklist of items.
Occupying an ID/ASD nursing role was significantly associated with higher reported levels of educational preparedness, professional development and postgraduate education relevant to caring for people with ID and/or ASD. Levels of self-reported knowledge of care issues, confidence and comfort when undertaking healthcare tasks was significantly associated with the context of practice, with nurses working in ID/ASD settings reporting the highest levels across all variables.
The findings of the study highlight an association between greater educational exposure to content relevant to working with people with ID/ASD and subsequently working in that field.
This study has highlighted that professional development programmes aiming to improve nursing capacity to care for people with ID and/or ASD, should be informed by and address differing gaps in confidence, comfort and educational preparedness across nursing contexts of practice.
比较澳大利亚注册护士在不同实践环境下照顾智障人士（ID）和/或自闭症患者（ASD）时的自我感知准备情况、知识、舒适度和信心：初级保健和社区、重症监护、急性医院、急诊部、儿科和 ID/ASD。
关于护理在不同实践护理环境中照顾智障人士（ID）和/或自闭症患者（ASD）的准备和能力的研究有限。更好地了解不同实践环境中护理教育准备情况、信心和舒适度的差异，可以帮助制定量身定制的教育计划，以提高护理人员照顾这一人群的能力。
横断面描述性研究。
采用注册护士描述性调查工具（n=69.3）。在六个护理实践环境的独立分类变量与包括年龄、注册后年限、教育内容和暴露、知识、舒适度和信心在内的几个依赖变量之间进行了比较推断分析。这项横断面研究是根据 STROBE 声明检查表中的项目进行的。
从事 ID/ASD 护理工作与报告的更高水平的教育准备、与照顾 ID 和/或 ASD 患者相关的专业发展和研究生教育显著相关。自我报告的护理问题知识水平、在进行医疗保健任务时的信心和舒适度与实践环境显著相关，在 ID/ASD 环境中工作的护士在所有变量中报告的水平最高。
研究结果强调了与更多教育接触与 ID/ASD 患者一起工作的相关内容之间的关联，随后在该领域工作。
本研究强调，旨在提高护理人员照顾 ID 和/或 ASD 患者能力的专业发展计划，应根据护理实践环境中信心、舒适度和教育准备方面的不同差距提供信息，并解决这些差距。
