Other Titles
Advancing the Future of Nursing Education in Intellectual and Developmental Disabilities (IDD)
Other Titles
Symposium Presentation
Abstract
Across the UK, applications to undergraduate nursing programmes, especially Learning Disability (LD) Nursing have declined significantly (Royal College of Nursing, 2021), resulting in under-recruitment and, in some regions, the closure of LD Nursing programmes (Royal College of Nursing, 2024). This shortage of specialist LD Nurses risks worsening health inequalities for people with LD (House of Commons, 2024). NHS Education Scotland (2023) identified LD Nursing as a workforce priority, highlighting the need for innovation to attract new nurses and maintain high-quality, person-centred care. For those entering programmes, access to varied and appropriate placements remains a challenge due to reduced post-COVID capacity, falling LD Nurse numbers, service redesign, and new education standards. Limited placement opportunities risk leaving new nurses underprepared to address the complex health inequities experienced by people with LD. This project therefore explored: (1) the barriers and facilitators influencing effective LD practice learning environments, and (2) the lived experiences of people with LD across health and social care settings to inform improvements in LD Nursing education. Online and in-person focus groups and interviews were conducted with people with LD, their families and carers, clinical education staff and registered nurses. Findings will offer an up-to-date understanding of practice learning within LD Nursing programmes in Scotland. Data collection and analysis are ongoing, with completion expected by March 2026. People with LD are part of the research team and receive training to support data collection and analysis. The results will guide the creation of a new co-produced practice learning model aligned with Nursing and Midwifery Council standards. This model will strengthen LD Nursing education and enhance students’ ability to meet the holistic needs of people with LD across health, social care, education and justice settings.
Notes
Presenter notes available in slide deck.
References:
1. Council of Deans Health, (2017) Learning disability nursing meeting report.
2. House of Commons Women and Equalities Committee (2024). Inequalities in healthcare and employment for people with a learning disability and autistic people. Available from: https://publications.parliament.uk/pa/cm5804/cmselect/cmwomeq/134/report.html
3. NHS Education for Scotland, (2023). The Learning Disability Nursing Workforce & Education Review for Scotland. NHS Education for Scotland: Edinburgh
4. Royal College of Nursing, (2021) Connecting for Change: for the future of learning disability nursing. Royal College of nursing: London
5. Royal College of Nursing (2024, December 23). ‘Learning disability nurse deserts’ developing across England, as RCN calls for government to rescue specialty [Press release]. https://www.rcn.org.uk/news-and-events/Press-Releases/learning-disability-nurse-deserts-developing-across-england
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Curriculum Development, Teaching and Learning Strategies, Health Equity or Social Determinants of Health
Recommended Citation
Abdulla, Sam; Spassiani, Natasha; Woodrow, Amanda; Taylor, Jacqueline; Houghton, Valerie; and Buchan, Kyle, "Advancing Learning Disability Nursing Education in Scotland" (2026). International Nursing Research Congress (INRC). 12.
https://www.sigmarepository.org/inrc/2026/presentations_2026/12
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-07-19
Advancing Learning Disability Nursing Education in Scotland
Toronto, Ontario, Canada
Across the UK, applications to undergraduate nursing programmes, especially Learning Disability (LD) Nursing have declined significantly (Royal College of Nursing, 2021), resulting in under-recruitment and, in some regions, the closure of LD Nursing programmes (Royal College of Nursing, 2024). This shortage of specialist LD Nurses risks worsening health inequalities for people with LD (House of Commons, 2024). NHS Education Scotland (2023) identified LD Nursing as a workforce priority, highlighting the need for innovation to attract new nurses and maintain high-quality, person-centred care. For those entering programmes, access to varied and appropriate placements remains a challenge due to reduced post-COVID capacity, falling LD Nurse numbers, service redesign, and new education standards. Limited placement opportunities risk leaving new nurses underprepared to address the complex health inequities experienced by people with LD. This project therefore explored: (1) the barriers and facilitators influencing effective LD practice learning environments, and (2) the lived experiences of people with LD across health and social care settings to inform improvements in LD Nursing education. Online and in-person focus groups and interviews were conducted with people with LD, their families and carers, clinical education staff and registered nurses. Findings will offer an up-to-date understanding of practice learning within LD Nursing programmes in Scotland. Data collection and analysis are ongoing, with completion expected by March 2026. People with LD are part of the research team and receive training to support data collection and analysis. The results will guide the creation of a new co-produced practice learning model aligned with Nursing and Midwifery Council standards. This model will strengthen LD Nursing education and enhance students’ ability to meet the holistic needs of people with LD across health, social care, education and justice settings.
Description
Overall Symposium Summary: Improving nursing education is key to advancing equitable care for people with intellectual and developmental disabilities (IDD). In this symposium, international experts will reimagine the future of nursing education to support this group. Attendees will learn about student competencies and training needs, the global state of IDD education, and ways to move discovery into action through partnerships, technological/pedagogical innovations, and integration of IDD standards into nursing curricula.
Note: The attached slide deck is a combined symposium presentation containing the slides of all featured symposium speakers.
To locate the other presentations in this symposium, search the repository by the Symposium Title shown in the Other Title field of this item record.