Assessing the Knowledge of Undergraduate Nursing Students on Intellectual Disability

The literature underscores the importance of integrating intellectual disability content into undergraduate curricula to ensure that future health care professionals can provide appropriate care. Yet education on intellectual disability is often lacking or sporadic in undergraduate health professional training, and nursing schools have not been successful in educating students with the relevant and appropriate knowledge, skills, and attitudes. The purpose of this descriptive observational cross-sectional study was to evaluate if a 4-year nursing curriculum that includes components focused on the care of individuals with intellectual disability enabled students to acquire core knowledge by the end of the program.