Nursing students' perceived knowledge, attitudes, and preparedness to care for people with intellectual disabilities: A mixed methods study.

BACKGROUND

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.

OBJECTIVES

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.

DESIGN AND METHODS

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.

SETTING

Social media groups of Israeli nursing students.

RESULTS

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".

CONCLUSIONS

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.