Nurses’ attitudes and emotions toward caring for adults with intellectual disability: An international replication study

Desroches, Melissa L.; Howie, Virginia; Wilson, Nathan J.; Lewis, Peter

doi:10.1111/jnu.12713

Cited by 16 publications

(14 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“… 1 Due to time constraints (22 minutes to administer) and resources, a short version of ATTID was designed and validated. 1 Although there are many studies on attitudes towards PWID, 17 , 34 , 36 , 37 Arabic psychometric tools remain insufficient.…”

Section: Introductionmentioning

confidence: 99%

Reliability and Validity of the Arabic Version of Attitudes Towards Intellectual Disability Questionnaire-Short Form (A-ATTID-S)

Jelleli¹,

Guelmami²,

Mohamed³

et al. 2022

PRBM

View full text Add to dashboard Cite

Purpose Positive attitudes toward intellectual disability contribute to the effective inclusion of people with intellectual disability (PWID) in society, thereby enhancing their quality of life. The literature on tools for measuring attitudes towards PWID in Arabic is limited. The aim of this study was to adapt and validate the Attitudes towards Intellectual Disability Questionnaire-Short Form (ATTID-S) using an Arab population to assess its factor structure and reliability. Materials and Methods A total of 812 Arabic native speakers who lived in Tunisia were recruited. The exploratory sample consisted of 223 subjects divided into male (n = 121, 54.26%) and female (n = 102, 45.74%) with an age range of between 18 and 64 (mean = 32.7 ±9.2 years). The confirmatory sample comprised 589 participants, male (n = 357, 60.61%) and female (n = 232, 39.38%), with a mean age of 31.61 (SD = 12.43). A cross-cultural translation of ATTID-S was carried. The Arab attitudes towards intellectual disability scale (A-ATTID-S) was tested using exploratory factor analysis, followed by confirmatory factor analysis. Results Exploratory factor analysis revealed a five-factor solution explaining up to 68.74 of the total variation, with items having lambda factor loadings ranging from 0.53 to 0.9. Subsequently, confirmatory factor analysis, which used a wide range of goodness-of-fit indices that met the recommended standards, confirmed the measure’s robustness. The internal consistency reliability of each of the subscales was investigated using reliability analysis. Cronbach’s alpha scores for the subscales and total score were satisfactory. Moreover, differences in the A-ATTID-S scores between male and female with age as covariate were demonstrated. Conclusion The A-ATTID-S is a good psychometric scale that can be used to assess the attitude of a general population towards intellectual disability in the Arabic-speaking world.

show abstract

Section: Introductionmentioning

confidence: 99%

Reliability and Validity of the Arabic Version of Attitudes Towards Intellectual Disability Questionnaire-Short Form (A-ATTID-S)

Jelleli¹,

Guelmami²,

Mohamed³

et al. 2022

PRBM

View full text Add to dashboard Cite

show abstract

“…A supported interprofessional discussion with disabled people enabled a critical reflection on the merits and limitations of the social and biomedical models of disability and health [55]. For already practicing HPs, these personal and professional strategies might also prove valuable, especially for HPs who have not specialized in working with a specific disabled population (for example, intellectual disability) and who demonstrate more negative attitudes and emotions towards these people, compared to HPs who benefit from greater exposure whilst working [22,23,27,28].…”

Section: Experiential Learning Opportunities For Student Hpsmentioning

confidence: 99%

“…Poor attitudes and awareness around disability, particularly towards intellectual disability from HPs, is one of the common constraints faced by disabled people in accessing health care services [13,[19][20][21]. Recent international cross-sectional studies have also demonstrated nurses' attitudes toward adults with intellectual disability and autism were significantly less positive compared to adults with physical impairments, although the chosen methodology limits the ability to understand why or how these attitudes and behaviors exist [22,23].…”

Section: Introductionmentioning

confidence: 99%

“Someone Like Anyone Else”: A Qualitative Exploration of New Zealand Health Professional Students’ Understanding of Disability

et al. 2022

View full text Add to dashboard Cite

Background: One in four New Zealanders identify as disabled. Disabled people, including Māori (the indigenous people of New Zealand (NZ)), experience health disparities. Systemic and individual health professional (HP) biases are factors that may affect health outcomes. Disability education is a means for improving attitudes and behaviors towards disabled people. The objective of this study was to explore NZ HP students’ understanding of disability and health-related concepts. Methods: HP students from one tertiary institution in NZ were interviewed through Zoom video call about their understanding of disability and health. A relativism paradigm and contextualism epistemology (underpinned by the socio-ecological model) shaped the reflexive thematic analysis. Transcripts were analyzed at a deductive and latent level. Results: Nine HP participants, from different professional courses and cultural backgrounds, were interviewed. Three main themes influenced participants’ understanding of disability: life experiences, professional education, and societal exposure. Participants who had more experience with disabled people had a deeper and more nuanced appreciation of the challenges disabled people face in accessing health services and obtaining equitable health outcomes. Cultural background also influenced the participants’ understanding of disability. Participants preferred more experiential learning methods to improve their knowledge of disability concepts. Lastly, expectations of inclusion are determined by observing social norms. Conclusion: Participants reported learning just a few models of disability. The HP students predominantly came from a perspective of ensuring equality rather than equity. There was limited recognition of the systemic biases that exist within multiple social determinants and how these perpetuate health inequities for disabled people. A socio-ecological consideration of disability throughout the curricula, self-reflection, acknowledging systemic bias, and proactively including disabled people as HP students and teachers are potential means for addressing health inequities.

show abstract

“…38 Similarly, nurses in international studies expressed negative views toward the quality of life of people with ID compared with those without ID. 39,40 These negative views have the potential to influence clinical judgment. For beneficence to be maintained, biases must be in check, and clinical recommendations for EOL care should not be based on the presence of disability, but rather the severity of diagnoses.…”

Section: Beneficencementioning

confidence: 99%

“…In a recent national survey of physicians, 82.4% reported that people with ID were viewed as having a worse quality of life due to the presence of a disability 38 . Similarly, nurses in international studies expressed negative views toward the quality of life of people with ID compared with those without ID 39,40 . These negative views have the potential to influence clinical judgment.…”

Section: Ethical Dilemmasmentioning

confidence: 99%

Navigating End-of-Life Needs for a Person With Intellectual Disabilities and Their Caregivers

Moore

Kates

2022

J Hosp Palliat Nurs

View full text Add to dashboard Cite

People with intellectual disabilities (IDs) are living longer, with many experiencing significant barriers to accessing palliative care and hospice services. Families, caregivers, and direct support professionals comprise essential portions of the community of support often surrounding a person with IDs. For a variety of reasons, including clinician bias and communication difficulties, many people with IDs are excluded from critical conversations regarding their health and life. This article uses a blended case study to explore the complexities and unique considerations in ensuring ethical and practical end-of-life care for people with IDs. Decision-making must center on the person with ID and include them in ways they can understand, thus facilitating their right to autonomy. A collaborative approach to care with shared expertise between caregivers and hospice and palliative care services is key to providing effective, patient-centered care at the end of life. There are tremendous areas of opportunity to improve end-of-life care for this population by partnering with people with IDs, their families, and caregivers.

show abstract

Nurses’ attitudes and emotions toward caring for adults with intellectual disability: An international replication study

Cited by 16 publications

References 27 publications

Reliability and Validity of the Arabic Version of Attitudes Towards Intellectual Disability Questionnaire-Short Form (A-ATTID-S)

Reliability and Validity of the Arabic Version of Attitudes Towards Intellectual Disability Questionnaire-Short Form (A-ATTID-S)

“Someone Like Anyone Else”: A Qualitative Exploration of New Zealand Health Professional Students’ Understanding of Disability

Navigating End-of-Life Needs for a Person With Intellectual Disabilities and Their Caregivers

Contact Info

Product

Resources

About