Opprecht Geneviève, Da Rocha Rodrigues Sara, Rivas Velarde Minerva
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The study includes peer-reviewed papers, either qualitative or quantitative, that describe the development of disability-related education in undergraduate or postgraduate nursing training. With no time frame or publication restriction. The quality of the paper was assessed using the Mixed Methods Appraisal Tool (MMAT). 46 studies have met al.l inclusion criteria and were included in the final analysis.</p><p><strong>Results: </strong>In total, were 2803 articles found in the initial search across seven online electronic databases. Finally, a thorough review was conducted, incorporating 46 studies. Most of the studies come from high income countries. Among the 46 studies reviewed, 16 employed qualitative methodologies, 22 studies adopted quantitative descriptive designs, relying primarily on cross-sectional surveys and pre-post evaluations. Seven studies used mixed methods.Three major themes emerged from this analysis a) enhancing nurses' understanding of disability, b) pedagogical strategies to work with persons with disabilities and their families in a clinical setting, and c) diverse approaches to clinical simulation in nursing education. The results show that most educational interventions are not assessing their impact in developing disability competencies.</p><p><strong>Discussion: </strong>Many interventions aim to raise disability awareness, challenge prejudice, and promote more inclusive attitudes toward individuals with disabilities. While these goals are important, there is limited evidence demonstrating their effectiveness in enhancing nursing practice competencies. Research on strategies that equip nursing students with the core skills needed to provide quality care to people with disabilities remains scarce.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"1257"},"PeriodicalIF":3.9000,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12512678/pdf/","citationCount":"0","resultStr":"{\"title\":\"Adapting nursing education to improve care for persons with disabilities: a systematic review of curriculum changes and training effectiveness.\",\"authors\":\"Opprecht Geneviève, Da Rocha Rodrigues Sara, Rivas Velarde Minerva\",\"doi\":\"10.1186/s12912-025-03894-0\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>To ensure that nurses are equipped to provide effective care, it is essential to examine available evidence on how nursing curricula have adapted to meet the unique health needs of persons with disabilities. 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引用次数: 0
摘要
背景:为了确保护士具备提供有效护理的能力,必须审查现有证据,了解护理课程如何适应残疾人的独特健康需求。本研究评估如何教学策略和干预措施已经改变护理教育,以发展残疾能力。它还审查了是否对这些课程改革进行了评估,以评估其在培养能力方面的有效性。方法:系统检索Web of Science、PubMed、Medline、PsycInfo、ERIC、CINAHL、谷歌Scholar等网站的文献。该研究包括同行评议的论文,无论是定性的还是定量的,这些论文描述了本科或研究生护理培训中残疾相关教育的发展。没有时间框架或发布限制。采用混合方法评价工具(MMAT)对论文质量进行评价。46项研究符合al.l的纳入标准,并被纳入最终分析。结果:在7个在线电子数据库中,共检索到2803篇文章。最后,对46项研究进行了全面的回顾。大多数研究来自高收入国家。在审查的46项研究中,16项采用定性方法,22项采用定量描述设计,主要依靠横断面调查和事后评价。七项研究采用混合方法。从这一分析中出现了三个主要主题:a)加强护士对残疾的理解;b)在临床环境中与残疾人及其家庭合作的教学策略;c)护理教育中临床模拟的多种方法。结果表明,大多数教育干预措施没有评估其对发展残疾能力的影响。讨论:许多干预措施旨在提高残疾意识,挑战偏见,促进对残疾人的更包容的态度。虽然这些目标很重要,但有限的证据表明它们在提高护理实践能力方面的有效性。关于使护理学生具备为残疾人提供优质护理所需的核心技能的策略研究仍然很少。
Adapting nursing education to improve care for persons with disabilities: a systematic review of curriculum changes and training effectiveness.
Background: To ensure that nurses are equipped to provide effective care, it is essential to examine available evidence on how nursing curricula have adapted to meet the unique health needs of persons with disabilities. This study assesses how pedagogical strategies and interventions have changed in nursing education to develop disability competencies. It also examines whether such curriculum changes have been evaluated to assess their effectiveness in developing competencies.
Methods: A systematic review based on a literature search in Web of Science, PubMed, Medline, PsycInfo, ERIC, CINAHL and Google Scholar. The study includes peer-reviewed papers, either qualitative or quantitative, that describe the development of disability-related education in undergraduate or postgraduate nursing training. With no time frame or publication restriction. The quality of the paper was assessed using the Mixed Methods Appraisal Tool (MMAT). 46 studies have met al.l inclusion criteria and were included in the final analysis.
Results: In total, were 2803 articles found in the initial search across seven online electronic databases. Finally, a thorough review was conducted, incorporating 46 studies. Most of the studies come from high income countries. Among the 46 studies reviewed, 16 employed qualitative methodologies, 22 studies adopted quantitative descriptive designs, relying primarily on cross-sectional surveys and pre-post evaluations. Seven studies used mixed methods.Three major themes emerged from this analysis a) enhancing nurses' understanding of disability, b) pedagogical strategies to work with persons with disabilities and their families in a clinical setting, and c) diverse approaches to clinical simulation in nursing education. The results show that most educational interventions are not assessing their impact in developing disability competencies.
Discussion: Many interventions aim to raise disability awareness, challenge prejudice, and promote more inclusive attitudes toward individuals with disabilities. While these goals are important, there is limited evidence demonstrating their effectiveness in enhancing nursing practice competencies. Research on strategies that equip nursing students with the core skills needed to provide quality care to people with disabilities remains scarce.
期刊介绍:
BMC Nursing is an open access, peer-reviewed journal that considers articles on all aspects of nursing research, training, education and practice.