Warshawski Sigalit
Department of Nursing Sciences, The Stanley Steyer School of Health Professions, Gray Faculty of Medical and Health Sciences, Tel Aviv University, 69978, Israel.
Nurse Educ Today. 2025 Oct;153:106821. doi: 10.1016/j.nedt.2025.106821. Epub 2025 Jul 4.
Nursing students care for various populations in healthcare settings, including people with intellectual disabilities (ID). However, nursing curricula in Israel and globally devote limited attention to this population. This gap in knowledge and training may challenge students' preparedness to provide suitable, high-quality care to this population.
To explore a) the associations between perceived knowledge, attitudes, and preparedness to care for people with ID among senior nursing students; b) to what extent do knowledge and attitudes toward ID influence nursing students' preparedness; and c) nurse educators' perceptions regarding students' training and preparedness to care for people with ID.
A convergent mixed-method parallel design was utilized from November 2023 to July 2024. The quantitative part included a closed-end questionnaire administered to 213 students, and the qualitative part included in-depth interviews with 15 students and five senior nurse educators.
Social media groups of Israeli nursing students.
Students' perceived knowledge and attitudes were found correlated with their preparedness to care for people with ID. Perceived knowledge and attitudes toward the care of people with ID explained 25% of students' perceived preparedness to care for this population. Qualitative analysis revealed three key themes among students: "Attitudes toward the care of people with intellectual disabilities"; "Intellectual disabilities in the nursing curriculum"; and "Perceived preparedness to care for people with intellectual disabilities". Interviews with senior nurse educators also yielded three key themes: "Professional views regarding students' training in intellectual disabilities"; "Students' training in intellectual disabilities"; and "Insights regarding students' professional preparedness".
Advancing students' knowledge and attitudes toward caring for this population can promote and improve students' preparedness in clinical practice, as well as patients' safe and quality care. Moreover, supported exposure to providing care for people with ID is an integral way of promoting preparedness to care for these individuals.
护理专业学生在医疗环境中照顾各类人群，包括智障人士。然而，以色列乃至全球的护理课程对这一人群的关注有限。这种知识和培训方面的差距可能会影响学生为该人群提供适当、高质量护理的准备情况。
a）探讨高年级护理专业学生对智障人士护理的认知、态度与准备情况之间的关联；b）对智障人士的知识和态度在多大程度上影响护理专业学生的准备情况；c）护士教育工作者对学生照顾智障人士的培训及准备情况的看法。
2023年11月至2024年7月采用了聚合混合方法平行设计。定量部分包括向213名学生发放的封闭式问卷，定性部分包括对15名学生和5名资深护士教育工作者的深入访谈。
以色列护理专业学生的社交媒体群组。
发现学生的认知知识和态度与他们照顾智障人士的准备情况相关。对智障人士护理的认知知识和态度解释了学生照顾该人群的准备情况的25%。定性分析揭示了学生中的三个关键主题：“对智障人士护理的态度”；“护理课程中的智障内容”；以及“照顾智障人士的感知准备情况”。对资深护士教育工作者的访谈也产生了三个关键主题：“对学生智障培训的专业看法”；“学生的智障培训”；以及“对学生专业准备情况的见解”。
提升学生对照顾这一人群的知识和态度，可以促进和提高学生在临床实践中的准备情况，以及患者的安全和优质护理。此外，支持性地接触为智障人士提供护理是促进照顾这些个体的准备情况的一个重要途径。
