Other Titles
Advancing the Future of Nursing Education in Intellectual and Developmental Disabilities (IDD)
Other Titles
Symposium Presentation
Abstract
Background: People with intellectual and developmental disabilities (IDD) face persistent health inequities, including higher morbidity, premature mortality, and increased healthcare use [1–3]. These disparities are intensified by limited provider training and confidence in caring for this population [4,5], underscoring the need to strengthen nursing education in IDD. This study examined Canadian undergraduate nursing students’ attitudes, competencies, and training needs related to IDD.
Methods: From May-August 2025, a 28-item anonymous online survey was distributed through nursing programs and nursing student societies across Canada. The survey assessed knowledge, attitudes, self-perceived skills, exposure to IDD in coursework and clinical settings, and preferred learning modalities. Descriptive statistics and group comparisons were conducted based on students’ prior experiences with IDD.
Results: A total of 1,055 nursing students from 24 schools across nine provinces/territories responded. Only 11% reported receiving IDD-specific education and 25% had clinical placements involving people with IDD. Students felt moderately confident interacting and communicating with someone with IDD but felt less competent obtaining a clear history from the person. They were most confident providing quality care, communicating with caregivers, and adapting their approach to patient needs, but reported limited knowledge of community resources and common co-morbidities. Greater prior exposure to IDD was associated with higher comfort, confidence, competence, and knowledge. Most students (66%) wanted more IDD education and preferred to do so via lectures (40%), in-hospital skills training (39%), community-based training (29%), videos featuring people with IDD (23%), and ethics seminars (21%), and 45% preferred all options.
Implications: Canadian nursing students are motivated to learn about IDD but receive limited, inconsistent preparation. As the first national study examining nursing students’ IDD-related competencies and training needs in Canada, these results offer clear direction for curriculum improvement. Results highlight the need for structured, evidence-informed education that blends theoretical, clinical, and community-based learning that meaningfully includes people with IDD as partners.
Notes
Speaker notes available in attached slide deck.
References:
1. Lin E, Lunsky Y, Chung H, et al. Amenable deaths among adults with intellectual and developmental disabilities including Down syndrome: An Ontario population-based cohort study. Journal of Applied Research in Intellectual Disabilities. 2023;36(1):165-175. doi:10.1111/jar.13047
2. Lunsky Y, De Oliveira C, Wilton A, Wodchis W. High health care costs among adults with intellectual and developmental disabilities: a population-based study. Journal of Intellectual Disability Research. 2019;63(2):124-137. doi:10.1111/jir.12554
3. Selick A, Campitelli MA, Huang A, Balogh R, Kurdyak P, Lunsky Y. Long-Stay Psychiatric Inpatients With and Without Intellectual and Developmental Disabilities: An Ontario Population-Based Study. The Canadian Journal of Psychiatry. Published online September 29, 2025. doi:10.1177/07067437251380731
4. Fisher MJ, Graff JC, Hill C, et al. Innovating Nursing Education Through Partnership With Individuals With Intellectual and Developmental Disabilities. Journal of Nursing Education. 2025;64(2):75-80. doi:10.3928/01484834-20240923-03
5. Shady K, Phillips S, Newman S. Barriers and Facilitators to Healthcare Access in Adults with Intellectual and Developmental Disorders and Communication Difficulties: an Integrative Review. Rev J Autism Dev Disord. 2024;11(1):39-51. doi:10.1007/s40489-022-00324-8
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
Li, Lin; Lunsky, Yona; Thakur, Anupam; Mishra, Soumya; Kim, Nagyeong; and Kaur, Gurmanpreet, "Closing the Gap: Canadian Undergraduate Nursing Students’ Competencies and Training Needs in IDD" (2026). International Nursing Research Congress (INRC). 14.
https://www.sigmarepository.org/inrc/2026/presentations_2026/14
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
Closing the Gap: Canadian Undergraduate Nursing Students’ Competencies and Training Needs in IDD
Toronto, Ontario, Canada
Background: People with intellectual and developmental disabilities (IDD) face persistent health inequities, including higher morbidity, premature mortality, and increased healthcare use [1–3]. These disparities are intensified by limited provider training and confidence in caring for this population [4,5], underscoring the need to strengthen nursing education in IDD. This study examined Canadian undergraduate nursing students’ attitudes, competencies, and training needs related to IDD.
Methods: From May-August 2025, a 28-item anonymous online survey was distributed through nursing programs and nursing student societies across Canada. The survey assessed knowledge, attitudes, self-perceived skills, exposure to IDD in coursework and clinical settings, and preferred learning modalities. Descriptive statistics and group comparisons were conducted based on students’ prior experiences with IDD.
Results: A total of 1,055 nursing students from 24 schools across nine provinces/territories responded. Only 11% reported receiving IDD-specific education and 25% had clinical placements involving people with IDD. Students felt moderately confident interacting and communicating with someone with IDD but felt less competent obtaining a clear history from the person. They were most confident providing quality care, communicating with caregivers, and adapting their approach to patient needs, but reported limited knowledge of community resources and common co-morbidities. Greater prior exposure to IDD was associated with higher comfort, confidence, competence, and knowledge. Most students (66%) wanted more IDD education and preferred to do so via lectures (40%), in-hospital skills training (39%), community-based training (29%), videos featuring people with IDD (23%), and ethics seminars (21%), and 45% preferred all options.
Implications: Canadian nursing students are motivated to learn about IDD but receive limited, inconsistent preparation. As the first national study examining nursing students’ IDD-related competencies and training needs in Canada, these results offer clear direction for curriculum improvement. Results highlight the need for structured, evidence-informed education that blends theoretical, clinical, and community-based learning that meaningfully includes people with IDD as partners.
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.