Abstract:
The aim of this study was to assess the impact of a 30 hour community-based clinical placement on the willingness of nursing students to work with clients who have developmental disabilities.
It has been observed that this area is avoided by nursing health professionals because of their negative attitudes towards people with developmental disabilities. To overcome this perception and to allow students contact with people with disabilities in an environment where they are not sick, dependent or helpless, students completed a 30-hour community-based clinical placement. In addition, a year-long course of study was given which emphasised an empowerment model.
Three hundred and seventy nine students participated. All students were enrolled in the second year of a Bachelor of Nursing program. After the completion of the clinical placement two cohorts of undergraduate nursing students were asked to complete an extensive evaluation of the experience. This yielded both quantitative and qualitative results.
The quantitative results indicated that the majority of the students were able to apply theory to practice. Many student nurses who had previously indicated that they would not want to work in this area had changed their attitudes. The actual setting in which the students worked was not a significant variable in the increased willingness to work in the area. There were no differences found on any variable between males and females and this contradicts previous findings that males are less willing to work in this area.
Qualitative results indicated that the clinical placement had a positive effect on attitudes. The students identified areas where improvement could be made.
It has been observed that this area is avoided by nursing health professionals because of their negative attitudes towards people with developmental disabilities. To overcome this perception and to allow students contact with people with disabilities in an environment where they are not sick, dependent or helpless, students completed a 30-hour community-based clinical placement. In addition, a year-long course of study was given which emphasised an empowerment model.
Three hundred and seventy nine students participated. All students were enrolled in the second year of a Bachelor of Nursing program. After the completion of the clinical placement two cohorts of undergraduate nursing students were asked to complete an extensive evaluation of the experience. This yielded both quantitative and qualitative results.
The quantitative results indicated that the majority of the students were able to apply theory to practice. Many student nurses who had previously indicated that they would not want to work in this area had changed their attitudes. The actual setting in which the students worked was not a significant variable in the increased willingness to work in the area. There were no differences found on any variable between males and females and this contradicts previous findings that males are less willing to work in this area.
Qualitative results indicated that the clinical placement had a positive effect on attitudes. The students identified areas where improvement could be made.