Transformation through health teaching for adults with intellectual and developmental disabilities: a qualitative study.
Nurses teaching adults with IDD grow from scared to confident when lessons happen in everyday life.
01Research in Context
What this study did
Focht-New (2012) followed nurses who taught health topics to adults with IDD. The adults had intellectual or developmental disabilities. The nurses worked in day programs and group homes.
The study used interviews and notes. It asked how the nurses felt about teaching. It also asked what helped them grow.
What they found
The nurses started out scared. They did not know how to teach. They worried the adults would not understand.
Over time the nurses changed. They saw the adults learn best in real-life moments. They began to teach while cooking, shopping, or walking. The nurses grew proud and passionate.
How this fits with other research
Lunsky et al. (2024) tested a virtual OSCE with medical students. The students practiced with IDD patient educators. After the course they felt more ready to care for adults with IDD. Both studies show that hands-on practice builds confidence.
McDonald (2012) asked adults with IDD what respectful research looks like. The adults said they want to be treated as partners. Ginny’s nurses learned the same lesson. They stopped talking at the adults and started learning with them.
Saggers et al. (2019) used peer coaches to teach health. The adults improved fitness and knowledge. Ginny’s nurses also saw gains, but they were the teachers. Together the papers show that both peer and nurse-led health classes can work.
Why it matters
If you train staff, give them real-life teaching chances. Let them practice during meals, errands, or chores. Watch their fear turn into skill and joy.
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02At a glance
03Original abstract
Adults with intellectual and developmental disabilities have medical conditions similar to those among the general population but with more complex presentation, a extended life expectancy, and increased risk of morbidity and mortality. These adults' health education has been inadequate. In this qualitative study, the author describes the experiences of 23 registered nurses who provide health teaching to adults with intellectual and developmental disabilities, selection of and health topics taught, and teaching activities put into practice. The author used a rigorous descriptive, naturalistic inquiry design with purposive (n = 22) and snowball (n = 1) sampling. Data were gathered through individual interviews, focus groups, and nonparticipant observations, and analyzed with a constant comparative method. Findings concerned the educators' developmental process, use of a social context to teach, and health-teaching activities. Registered nurses s described their transformation from insecure, novice health educators to confident and passionate educators of adults with intellectual and developmental disabilities. Findings apply to multiple disciplines.
Intellectual and developmental disabilities, 2012 · doi:10.1352/1934-9556-50.02.129