Education creates comfort and challenges stigma towards children with intellectual disabilities
| Autor: | Emily MacLeod, Lynn M. Breau, Megan Aston |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Semi-structured interview
Adult Male 030506 rehabilitation Health Knowledge Attitudes Practice Discourse analysis Population Child Health Services Social Stigma Mothers Nurses Health Professions (miscellaneous) InformationSystems_GENERAL 03 medical and health sciences Nursing Intellectual Disability Health care Intellectual disability Medicine Humans Nurse education education Child Education Nursing Qualitative Research education.field_of_study 030504 nursing business.industry medicine.disease Psychiatry and Mental health Health education Female 0305 other medical science business Child Hospitalized Qualitative research |
| Zdroj: | Journal of intellectual disabilities : JOID. 22(1) |
| ISSN: | 1744-6309 |
| Popis: | Children with intellectual disabilities (IDs) are frequent users of the healthcare system, yet nurses report they receive little education regarding specialized medical, social and relational needs of this population. Therefore, parents take on a greater burden of care while their child is in hospital than do parents of typically developing children. This article reports findings from a qualitative study that used feminist poststructuralism to examine the hospital experiences of eight children with IDs, 17 mothers and 12 nurses. Nurses and mothers reported a lack of knowledge and education regarding the healthcare of children with ID and identified a need for more education. Participants noted that physical care of children with ID was prioritized as more important than communication and relationships. This unintentional prioritization was socially and institutionally constructed through stigma and stereotypes about people with IDs. Nurses and parents offered suggestions to access and increase ID education for healthcare professionals. |
| Databáze: | OpenAIRE |
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