Nurse Educator Attitudes Toward People With Disabilities

Australasian genetic counselors' attitudes toward disability and prenatal testing: Findings from a cross-sectional survey

Diagnostic genetic testing and non-invasive prenatal testing (NIPT) for conditions associated with disability are becoming increasingly available to consumers. This genetic information can be used in the disability setting to inform factors such as prognosis, management, and reproductive decision-making. Genetic counselors (GCs) play an important role in the provision of genetic testing and NIPT, and their attitudes toward disability can influence how genetic information is communicated and shape patients' responses. This study aimed to evaluate and describe Australasian GCs' experience with and attitudes toward disabilities to identify potential biases and training needs. A cross-sectional survey was distributed to 400 GCs registered with the Human Genetics Society of Australasia. Of the 106 respondents (participation rate: 26%), a significantly greater proportion were more comfortable interacting with individuals with physical disability as compared to intellectual disability (p < 0.001). GCs with personal experiences with disabilities reported significantly greater comfort interacting with people with intellectual disability than those without experience (p = 0.012). Qualitative analysis revealed discomfort was less reflective of bias than inexperience and apprehension about communicating disrespectfully. GCs believed people with disabilities experience discrimination and that having a disability could make a person stronger, wiser, and more motivated. Most GCs viewed prenatal testing for disabilities positively as it allowed for decisions regarding continuing the pregnancy and/or provided opportunity to prepare. Challenges identified for prenatal counseling included negative societal attitudes and the low visibility of disability. GCs felt that 'personal beliefs' was the primary factor influencing the decision to terminate a pregnancy affected by disability. These findings highlight important education and training needs for GCs to improve preparedness and comfort when communicating with people with a disability.

Exploring the impact educational interventions have on nursing and medical students' attitudes and empathy levels towards people with disability. A systematic review

This systematic review aimed to explore the impact educational interventions have on undergraduate nursing and medical students' attitudes and empathy levels towards people with disability. There are over one billion people with some form of disability currently. A growing body of research reveals that nurses and doctors display negative attitudes including decreased empathy towards people with disability. A systematic review using narrative synthesis of chosen randomized controlled trials was employed. A comprehensive search was completed in June 2021 on six databases (CINAHL, Medline, Science Direct, Health Research Premium - PROQUEST, Scopus. Cochrane Library). The search strategy yielded 21,616 studies and only three randomised controlled trials fulfilled the eligibility criteria. These trials included 125 participants (n = 50 medical students and n = 75 nursing students) and evaluated the effectiveness of a disabled health course, disability education module with bedside teaching and wheelchair workshop intervention. Findings from one study revealed that a disabled health course using affective learning method based on a transformative learning theory significantly improves attitudes to disability amongst nursing students however there was no statistically significant difference in empathy levels. More high-quality randomised controlled trials with greater theoretical and methodological complexity are needed to identify more effective educational approaches that enhance attitude and empathy levels of these key stakeholders.

Does volunteering change attitudes towards people with disabilities? A qualitative study of the experience of orthodox Jewish nursing students

BACKGROUND

People with disabilities identify negative staff attitudes and behaviors as barriers to accessing health services. Studies show that nursing education activities specific to people with disabilities improves nursing care. This study explores the experience of orthodox Jewish nursing students volunteering with people with disabilities, how their attitudes towards this population changed.

DESIGN

A qualitative design was used. This research is part of an extensive ongoing study of orthodox and ultra-orthodox (Haredi) students volunteering with people with disabilities.

METHODS

Data from 13 semi-structured interviews, conducted between July and September 2017, with 14 male students (two students chose to be interviewed together) and four people with disabilities were analyzed using thematic analysis.

RESULTS

Volunteering enhanced students' awareness of the needs of people with disabilities, changed their attitude towards this population and enhanced their confidence as nurses. The individuals with disabilities valued the help they received as well as the opportunity to change the students' prior notions and stigmas regarding disability.

CONCLUSIONS

Projects such as ours could improve the attitude of nursing staff towards individuals with disabilities and improve nursing care. We recommend involving people with disabilities in designing such projects.

A qualitative investigation of the professional and social experiences of occupational groups working with individuals with disabilities and their attitudes: An example from Finland

Working with individuals with disabilities affects the professional and social experiences and attitudes of professional groups. Accordingly, this study aimed to understand the professional and social experiences and attitudes of occupational groups working with individuals with disabilities. A qualitative, descriptive design based on thematic analysis approach was used in this study. The data were collected from 11 staff at the Center for Disability Empowerment in Finland. The results obtained from the study were thematized and eight main themes were established. Some of these main themes are as follows: Opinions about and attitudes toward individuals with disabilities, the effect on personal/inner and spiritual development, satisfaction with occupational performance and key points in working with disabled groups. Working with individuals with disabilities had a positive impact on the attitude and development of the employees from both an occupational and a social perspective. Moreover, it contributed to the professional and personal development of the employees.

Facilitating the retention and success of students with disabilities in health sciences: Experiences and recommendations by nursing faculty members

This paper explores the experiences of 19 Spanish faculty members teaching nursing students with disabilities and their recommendations to other colleagues about how to facilitate their retention and success. Students themselves nominated those faculty members they felt had contributed to their learning at university. We carried out a qualitative study with individual interviews and observations. We conducted an analysis of all the information using a system of categories and codes with different themes: experience teaching students with disabilities, personal and professional impact on the faculty and recommendations to other colleagues. The findings indicate that the participants had positive experiences teaching nursing students with disabilities, although they also commented on negative aspects. The impact of students with disabilities was greater at the professional level, as they had helped them become better professionals. Moreover, these participants gave recommendations to help other colleagues contribute to the inclusion of all their students. The study concludes that it is necessary to engage in inclusive pedagogy that contemplates students' needs and develops practices that allow for their learning and participation. Just like their peers, students with disabilities can successfully complete their degrees providing the necessary support is offered, and this includes sensitized, well-informed and properly-trained faculty.