TY - JOUR
T1 - Intellectual disability in Australian nursing education
T2 - Experiences in NSW and Tasmania*
AU - Furst, Mary Anne Courtenay
AU - Salvador-Carulla, Luis
N1 - Publisher Copyright:
© 2017, © 2017 Australasian Society for Intellectual Disability, Inc.
PY - 2019/7/3
Y1 - 2019/7/3
N2 - Background: Persons with intellectual disability (ID) face significant health challenges. Nurses provide health care to this population in many settings, including general practice, community care, acute care, reproductive health, and palliative care. However, since the demise of the specialist training model in the 1990s, the extent to which general nurses in Australia are educated about the health needs of people with ID is unclear. Methods: A systematic literature mapping and documentary analysis of educational resources available to nurses in Australia was undertaken, with particular reference to New South Wales and Tasmania. Results: Minimal education content relating to the health needs of people with ID was found in the academic programs included in this study. Where it existed, it was inconsistently applied, being made available as an aspect of professional development rather than a clearly identified educational pathway. Conclusions: This study adds to previous findings indicating the need for change to nurse education in this area, and for cross-country comparisons with other models of nurse education in the area.
AB - Background: Persons with intellectual disability (ID) face significant health challenges. Nurses provide health care to this population in many settings, including general practice, community care, acute care, reproductive health, and palliative care. However, since the demise of the specialist training model in the 1990s, the extent to which general nurses in Australia are educated about the health needs of people with ID is unclear. Methods: A systematic literature mapping and documentary analysis of educational resources available to nurses in Australia was undertaken, with particular reference to New South Wales and Tasmania. Results: Minimal education content relating to the health needs of people with ID was found in the academic programs included in this study. Where it existed, it was inconsistently applied, being made available as an aspect of professional development rather than a clearly identified educational pathway. Conclusions: This study adds to previous findings indicating the need for change to nurse education in this area, and for cross-country comparisons with other models of nurse education in the area.
KW - Health inequities
KW - intellectual disability
KW - nurse education policy
KW - nursing curriculum
KW - professional development
UR - http://www.scopus.com/inward/record.url?scp=85032827903&partnerID=8YFLogxK
U2 - 10.3109/13668250.2017.1386288
DO - 10.3109/13668250.2017.1386288
M3 - Article
SN - 1366-8250
VL - 44
SP - 357
EP - 366
JO - Journal of Intellectual and Developmental Disability
JF - Journal of Intellectual and Developmental Disability
IS - 3
ER -