Pre-licensure Nursing Education for the Care of People With Intellectual and Developmental Disabilities: A Scoping Review

Anna Don; Laura Rogal-Black; Mary Ann Murray; Helena Merriam; Janet McCabe; Benjamin Carroll; Susan Eldred; Sushma Chowdhury; Selam Gessese; Kimberley  Zappavigna; Angela Peters

doi:10.17483/pb8cc569

Authors

Anna Don Algonquin College Author
Laura Rogal-Black Algonquin College Author https://orcid.org/0009-0006-1162-0792
Mary Ann Murray Algonquin College Author https://orcid.org/0009-0009-0912-0723
Helena Merriam Algonquin College Author https://orcid.org/0009-0001-7053-4601
Janet McCabe Ontario Tech University Author https://orcid.org/0000-0003-0309-0745
Benjamin Carroll Queen’s University Author https://orcid.org/0000-0002-5153-0357
Susan Eldred Algonquin College Author https://orcid.org/0009-0002-6140-006X
Sushma Chowdhury Algonquin College Author https://orcid.org/0009-0008-0192-5765
Selam Gessese Algonquin College Author https://orcid.org/0009-0008-3652-6668
Kimberley Zappavigna Algonquin College Author https://orcid.org/0009-0001-4591-9315
Angela Peters Carleton University Author https://orcid.org/0009-0000-6269-9564

DOI:

https://doi.org/10.17483/pb8cc569

Keywords:

nursing curriculum, intellectual and developmental disabilities, nursing education

Abstract

Purpose: This scoping review aimed to map evidence about pre-licensure nursing curricula for the care of people with intellectual and developmental disabilities (IDD) and to identify related themes, learning settings, and teaching and learning methods.

Methods: This scoping review followed JBI scoping review methodology and reported according to Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Data sources included CINAHL, ERIC, Ovid MEDLINE, ProQuest Nursing & Allied Health Premium, and APA PsycInfo.

Results: A total of 135 articles were included. Patient-centred care and communication were the most frequent topics. Content about this population was delivered primarily within clinical placements in patient care facilities. People with IDD were typically not actively included in designing or delivering this content.

Conclusion: Future research should focus on the development of nursing curriculum priorities for the care of people with IDD, as well as pedagogical approaches that include people with IDD in curriculum design and delivery.

Author Biographies

Anna Don, Algonquin College

BScN, RN, PhD
Laura Rogal-Black, Algonquin College

RN, BScN, PhD (Experimental Psychology); Nursing Studies, Algonquin College
Mary Ann Murray, Algonquin College

RN, BScN, PhD; Nursing Studies, Algonquin College
Helena Merriam, Algonquin College

Library and Information Technician Program; Bachelor of Information Technology-Information Resource Management; School of Wellness, Public Safety and Community Studies; Professor and Coordinator
Janet McCabe, Ontario Tech University

RN, BScN, MEd, PhD; Faculty of Health Sciences, Ontario Tech University
Benjamin Carroll, Queen’s University

RN, BScN, MScN; School of Nursing, Queen’s University
Susan Eldred, Algonquin College

RN, BScN, EdD; Nursing Studies, Algonquin College
Sushma Chowdhury, Algonquin College

RN, BScN; Nursing Studies, Algonquin College
Selam Gessese, Algonquin College

RN, BScN; Nursing Studies, Algonquin College
Kimberley Zappavigna, Algonquin College

RN, BScN; Nursing Studies, Algonquin College