Nursing Care of Patients With Intellectual Developmental Disabilities in Intensive Care Units: A Phenomenological Study.

Abstract

Background: Patients with intellectual developmental disabilities face significant health care disparities, particularly in intensive care units, where the complexity of care and lack of tailored protocols exacerbate challenges. Nurses often encounter a knowledge gap in meeting these patients' unique needs, contributing to poorer outcomes.

Objective: To explore the experiences of nurses caring for patients with intellectual developmental disabilities in an intensive care unit to inform strategies for improving the nursing care of this patient population.

Methods: This study used a descriptive phenomenological design grounded in Edmund Husserl's philosophy and an interpretivist paradigm. Semistructured interviews were conducted via online videoconferencing with licensed nurses in the United States who had cared for patients with intellectual developmental disabilities in intensive care units within the past 5 years. Thematic analysis was used to identify key findings, contextualized using Betty Neuman's systems model to facilitate immediate bedside application for critical care nursing practice.

Results: Five themes emerged: equity and safeguarding, family or caregiver involvement, building ties with people with intellectual developmental disabilities, a need for specialized processes, and need for enhanced nursing support.

Conclusions: The findings show that nurses and health care administrators should invest in specialized training and support for nursing staff. Caring for a vulnerable patient population that needs specialized care requires environmental and systemic adaptability as well as dedicated resources to be successful.