Comparative effects of disability education on attitudes, knowledge and skills of baccalaureate nursing students

Edwards, Allison P; Cron, Stanley; Shonk, Cameron

doi:10.1016/j.nepr.2022.103330

Cited by 9 publications

(6 citation statements)

References 30 publications

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“…to care for persons with (dis)abilities (Crawford et al, 2013;Doody et al, 2023;Edwards et al, 2022;Ilkhani et al, 2016). This may include communication skills workshops guiding clinicians through various complex patient and family situations within the clinical setting (Dale, 2015;Jalali et al, 2023;Phillips & Boyd, 2015).…”

Section: Istock/wavebreakmediamentioning

confidence: 99%

“…Education and information on best practices for interacting with and caring for the parents and infants with (dis)abilities should be implemented in clinical settings and degree curricula, as nurses report feeling underprepared to care for persons with (dis)abilities (Crawford et al, 2013; Doody et al, 2023; Edwards et al, 2022; Ilkhani et al, 2016). This may include communication skills workshops guiding clinicians through various complex patient and family situations within the clinical setting (Dale, 2015; Jalali et al, 2023; Phillips & Boyd, 2015).…”

Section: Implications For Nursing Practice Education and Researchmentioning

confidence: 99%

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Receiving a Prenatal or Postnatal Diagnosis of (Dis)Ability

MacNeil,

Campbell-Yeo

2024

McN: The American Journal of Maternal/Child Nursing

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The phenomenon of carrying and birthing an infant with a (dis)ability is complex and emotionally driven for parents. Infants with (dis)abilities are at risk for long-term health and developmental challenges, which may cause fear and stress in families. Parents report dissatisfaction with their experience of learning of their infant's (dis)ability diagnosis. After unexpected news is given to expecting or new parents prenatally or postnatally, it is the nurse who is often left with parents during an extremely emotional and vulnerable time. Although nurses play a pivotal role in supporting parents through this vulnerable time, their specific role is not well defined. This narrative synthesis reviews the role of the nurse during complex family situations and applies findings to their role in supporting families through receiving the diagnosis of a (dis)ability for their infant either prenatally or postnatally. Nurses can assist parents through this process of adaptation by using a compassionate and empathetic approach in their care, facilitating opportunities for parent–infant bonding, speaking with person-first language, clarifying complex information, and assisting with allocation of various internal and external resources. Future research dedicated to the creation of best practice clinical guidelines on communicating with families during the diagnosis of (dis)ability would assist nurses and other health care professionals in meeting the multifaceted and sensitive needs of parents and families, ultimately contributing to improved health outcomes for the parents, family, and infant.

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Section: Istock/wavebreakmediamentioning

confidence: 99%

Section: Implications For Nursing Practice Education and Researchmentioning

confidence: 99%

Receiving a Prenatal or Postnatal Diagnosis of (Dis)Ability

MacNeil,

Campbell-Yeo

2024

McN: The American Journal of Maternal/Child Nursing

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“…Positioning disabled people as teachers and including direct interactions with them in learning experiences have been well received by medical students and been shown to increase students' and residents' awareness, sensitivity, and preparedness to deliver high-quality care. 24,25,26,27,28 Importantly, these curricula included topics related to the humanities and social and human rights to help students develop a holistic understanding of disability. Improving trainees' recognition of implicit bias and increasing their confidence in assessing barriers to care will also help build disability consciousness.…”

Section: Competency-based Curriculamentioning

confidence: 99%

“…Equitable inclusion of disabled people in health care is not only an ethical imperative but also improves learning. 24,25,26,27,28 Collaboration with the disability community is a prerequisite to disability conscious curriculum development and directly combats inaccurate and damaging assumptions.…”

Section: "Conscious" Educationmentioning

confidence: 99%

Aspiring to Disability Consciousness in Health Professions Training

2024

AMA Journal of Ethics

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Lack of disability-competent health care contributes to inequitable health outcomes for the largest minoritized population in the world: persons with disabilities. Health care professionals hold implicit and explicit bias against disabled people and report receiving inadequate disability training. While disability competence establishes a baseline standard of care, health professional educators must prepare a disability conscious workforce by challenging ableist assumptions and promoting holistic understanding of persons with disabilities. Future clinicians must recognize disability as an aspect of diversity, express respect for disabled patients, and demonstrate flexibility about how to care for disabled patients' needs. These skills are currently undervalued in medical training, specifically. This article describes how integrating disability consciousness into health professions training can improve health equity for patients with disabilities.

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“…Despite the passage of the ADA more than 30 years ago, nursing education has only just begun to incorporate SDOH concepts into nursing curricula. Although nurse training programs emphasize the importance of inclusivity and limiting (and ideally eliminating) personal biases when caring for individuals, there is still a lack of disability cultural competence training in nursing education (Edwards et al, 2022). Disability cultural competence must, therefore, be enhanced within the nursing profession.…”

Section: Implications For Nursing Practicementioning

confidence: 99%

Poverty and Disability: A State-Level Geospatial Analysis

Lawrence,

Anderson

2024

Clin Nurs Res

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Individuals with disabilities are a growing yet understudied population. Nurses are in a prime position to address social determinants of health (SDOH), which is defined as the conditions in which people work, live, and learn that affect health. SDOH are largely responsible for the health inequities seen among individuals with disabilities. The purpose of this study was to explore the relationships between state-level poverty rates and state-level social determinants, such as housing, education, employment, health, and health care for adults with disabilities using geospatial, state-level data. This secondary data analysis used national data from the 2021 American Community Survey. Data on state poverty rates and rates of particular social determinants were used to examine differences between high- and low-poverty states for adults with disabilities. Rates, rather than numbers of adults with disabilities in poverty, were used to control for state size. The median poverty rate (27.8%) for adults with disabilities was used to create a dichotomous variable for low-poverty ( n = 26) and high-poverty ( n = 25) states. Independent samples t-tests were used to compare geospatial and SDOH data to understand differences between high- and low-poverty states. More adults with disabilities, regardless of race, live in high-poverty states, particularly those with ambulatory and cognitive disabilities. Adults with disabilities residing in low-poverty states have higher employment rates and more private insurance coverage. More adults with disabilities in high-poverty states smoke, live in mobile homes, and are less educated. Using an SDOH lens in caring for individuals with disabilities helps nurses better understand how economic stability, education, health, health care access, the built environment, and the community, rather than individual factors, impact the health of adults with disabilities. To improve the health of disabled persons, nurses must have a greater awareness of the influence that social determinants have on health for individuals with disabilities. Nurse training programs must build disability cultural competence into nursing curricula. Universal screening for SDOH, particularly for individuals with disabilities residing in high-poverty states, is pivotal for the best chance of improving the health and well-being of individuals with disabilities.

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Comparative effects of disability education on attitudes, knowledge and skills of baccalaureate nursing students

Cited by 9 publications

References 30 publications

Receiving a Prenatal or Postnatal Diagnosis of (Dis)Ability

Receiving a Prenatal or Postnatal Diagnosis of (Dis)Ability

Aspiring to Disability Consciousness in Health Professions Training

Poverty and Disability: A State-Level Geospatial Analysis

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