A study to assess the Knowledge of Student Nurses on Intellectual Disability Care at a Selected Nursing School at Tiruvannamalai

Abstract

Intellectual Disability (ID), a neurodevelopmental disorder characterized by limitations in intellectual functioning and adaptive behavior, affects approximately 1–3% of the global population. Nurses are frontline caregivers responsible for addressing the complex health needs of individuals with ID, which necessitates specialized knowledge in communication, behavioral management, and ethical care. This descriptive cross-sectional study was conducted at a selected nursing school in Tiruvannamalai district to assess the knowledge of student nurses regarding intellectual disability care and identify gaps in their education. A total of 45 student nurses enrolled in the Diploma in General Nursing and Midwifery (DGNM) program participated in the study, representing all three years of academic training. Data were collected using a structured, self-administered questionnaire covering definitions, communication strategies, legal and ethical considerations, and interdisciplinary care approaches. The data were analyzed using descriptive and inferential statistics. Findings revealed that while students demonstrated moderate knowledge in basic understanding (68%) and communication strategies (72%), significant deficits were observed in behavioral management (56% lacked adequate knowledge) and legal awareness (only 40% were familiar with relevant legal frameworks). Final-year students and those with clinical exposure to individuals with ID exhibited higher knowledge levels, indicating the influence of educational progression and hands-on experience. The study highlights the need for curricular improvements, including the integration of dedicated ID care modules, enhanced clinical exposure, and interdisciplinary learning opportunities. It also emphasizes the role of nursing educators and administrators in developing competency-based training and assessment tools. The findings underscore the importance of reflective practice, faculty development, and advocacy training to promote inclusive and effective nursing care. Overall, this study provides valuable insights into the preparedness of student nurses in ID care and offers practical recommendations to enhance nursing education and improve patient outcomes for individuals with intellectual disabilities.