Intellectual disability health content within nursing curriculum: An audit of what our future nurses are taught
详细信息 查看全文
- 作者：Julian N. Trollora ; j.trollor@unsw.edu.au" class="auth_mail" title="E-mail the corresponding author ; Claire Eaglesona ; c.eagleson@unsw.edu.au" class="auth_mail" title="E-mail the corresponding author ; Beth Turnera ; beth-turner@live.com" class="auth_mail" title="E-mail the corresponding author ; Carmela Salomona ; c.salomon@unsw.edu.au" class="auth_mail" title="E-mail the corresponding author ; Andrew Cashinb ; Andrew.cashin@scu.edu.au" class="auth_mail" title="E-mail the corresponding author ; Teresa Iaconoc ; t.iacono@latrobe.edu.au" class="auth_mail" title="E-mail the corresponding author ; Linda Goddardd ; goddarl3@lsbu.ac.uk" class="auth_mail" title="E-mail the corresponding author ; Nicholas Lennoxe ; n.lennox@uq.edu.au" class="auth_mail" title="E-mail the corresponding author
- 关键词：Intellectual disability ; Nursing education ; Curriculum ; Health inequalities
- 刊名：Nurse Education Today
- 出版年：2016
- 出版时间：October 2016
- 年：2016
- 卷：45
- 期：Complete
- 页码：72-79
- 全文大小：707 K
文摘
- class="listitem" id="list_l0005">
- class="label">•
Less than half of schools audited offered intellectual disability content.
- class="label">•
Where intellectual disability education was included, average was 3.6 h per unit.
- class="label">•
Quantity and type of intellectual disability content taught varied substantially.
- class="label">•
Clinical assessment skills most commonly taught, preventative health least common.
- class="label">•
Only one school included a person with intellectual disability in content delivery.