Mark J Fisher, J Carolyn Graff, Cindy Hill, Julie LaMothe, Serge' R Nelson, Kathleen A Kent, Cecily L Betz
{"title":"Innovating Nursing Education Through Partnership With Individuals With Intellectual and Developmental Disabilities.","authors":"Mark J Fisher, J Carolyn Graff, Cindy Hill, Julie LaMothe, Serge' R Nelson, Kathleen A Kent, Cecily L Betz","doi":"10.3928/01484834-20240923-03","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Health disparities of individuals with intellectual and developmental disabilities (IDD) have been a longstanding public health concern. Unlike the engagement of service sectors and governmental entities in advocating for human rights and health equity, the nursing profession remains absent from these discussions. Transformational changes are needed to promote systemic changes that will improve health outcomes of individuals with IDD.</p><p><strong>Method: </strong>Strategic planning is needed to effect transformational changes in nursing education. Innovation in nursing education involves an informed understanding of health care barriers that individuals with IDD experience and the necessary processes to effectively engage in partnerships with this population.</p><p><strong>Results: </strong>An approach for change in nursing education is proposed based on IDD concepts in federal legislation and initiatives, social policies, and the self-advocacy movement, and its application in nursing education is described.</p><p><strong>Conclusion: </strong>Integrating IDD concepts into nursing curricula can improve health care equity and health outcomes of individuals with IDD. <b>[<i>J Nurs Educ</i>. 2025;64(2):75-80.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 2","pages":"75-80"},"PeriodicalIF":0.0000,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20240923-03","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Health disparities of individuals with intellectual and developmental disabilities (IDD) have been a longstanding public health concern. Unlike the engagement of service sectors and governmental entities in advocating for human rights and health equity, the nursing profession remains absent from these discussions. Transformational changes are needed to promote systemic changes that will improve health outcomes of individuals with IDD.
Method: Strategic planning is needed to effect transformational changes in nursing education. Innovation in nursing education involves an informed understanding of health care barriers that individuals with IDD experience and the necessary processes to effectively engage in partnerships with this population.
Results: An approach for change in nursing education is proposed based on IDD concepts in federal legislation and initiatives, social policies, and the self-advocacy movement, and its application in nursing education is described.
Conclusion: Integrating IDD concepts into nursing curricula can improve health care equity and health outcomes of individuals with IDD. [J Nurs Educ. 2025;64(2):75-80.].
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