Nursing students learn to care for patients with intellectual disabilities

Summary

The University of Maryland School of Nursing partners with the Special Olympics to educate students on effective interaction with patients with intellectual and developmental disabilities (IDD). Through a pilot program, students engage in role-plays with Special Olympics athletes acting as standardized patients, learning to tailor communication, be patient, and use plain language. This unique training aims to improve future healthcare professionals' approach to IDD patients, with plans to expand the program to other universities.

Takeaways

• 🤝 The Special Olympics has partnered with the University of Maryland School of Nursing to improve the interaction between medical professionals and patients with intellectual and developmental disabilities (IDD).
• 📚 The collaboration aims to provide students with practical experience in communicating effectively with IDD patients before they enter their profession.
• 🕗 The healthcare interview process with IDD patients may take longer than usual, requiring more time and patience from medical professionals.
• 👥 Students work in groups of 3 or 4 to interact with Special Olympics athletes who act as standardized patients paired with a family member.
• 🤔 The training includes asking about the patient's condition, social history, alleviating and aggravating factors, and adapting the questioning to the patient's level of understanding.
• 🔄 Students are encouraged to tailor their communication style to the patient's needs, using common words and avoiding medical jargon.
• 👁️ The importance of observing both verbal and nonverbal cues from the patient is emphasized to ensure effective communication.
• 🎓 Third-semester nursing students have reported that this interaction has changed their approach to patient care.
• 📈 The pilot program is currently being tested, with the Special Olympics considering expanding it to other universities.
• 🗣 Feedback is provided to students after the simulation to enhance their learning experience.
• 🏥 The initiative seeks to change the future of interaction between medical, nursing, and social work professionals when caring for people with IDD.

Q & A

What is the collaboration between the Special Olympics and the University of Maryland School of Nursing aimed at?

The collaboration is aimed at helping students learn the best way to interact with patients who have intellectual and developmental disabilities.

Why is it important for medical, nursing, and social work professionals to effectively communicate with people with intellectual and developmental disabilities (IDD)?

Effective communication is crucial for providing appropriate care and understanding the unique needs and experiences of individuals with IDD, ensuring a more personalized and compassionate approach to their healthcare.

What is the role of the Special Olympics athletes in this training program?

The Special Olympics athletes serve as standardized patients, paired with an existing patient who plays the role of a family member, to provide students with practical experience in interacting with patients with IDD.

How does the training program differ from a typical healthcare interview?

The training program involves students interacting with Special Olympics athletes in groups of 3 or 4, focusing on understanding the patient's condition, social history, and factors that alleviate or aggravate their condition, which may take longer than a typical healthcare interview.

What is the significance of the pilot program for the Special Olympics?

The pilot program is significant as it tests the effectiveness of the training approach and sets the stage for potentially expanding the program to other universities, thereby improving healthcare interactions for people with IDD on a broader scale.

How does the training program address the issue of medical jargon in patient interactions?

The program encourages students to use common words instead of medical jargon to ensure that patients with IDD can understand and communicate effectively, reducing potential misunderstandings and improving patient care.

What kind of feedback do students receive after the simulation in the training program?

Students receive feedback on their interactions with the standardized patients, which helps them understand their strengths and areas for improvement in communicating with patients with IDD.

How does the training program benefit the students in their future professional roles?

The program provides students with practical experience and insights into the needs of patients with IDD, enabling them to develop the necessary skills to communicate effectively and provide compassionate care in their future professional roles.

What is the typical duration of a healthcare interview with a person with anxiety or a disability according to the script?

The script suggests that healthcare interviews with individuals with anxiety or disabilities may take longer than a few minutes, indicating the need for more time to accommodate their needs.

How do the students adapt their questioning approach during the training program?

Students learn to tailor their questioning approach to the level of understanding of the person with IDD, being patient and providing space for effective communication.

What does the script imply about the importance of verbal and nonverbal cues in patient interactions?

The script emphasizes the importance of observing both verbal and nonverbal cues from patients to better understand their conditions and communicate more effectively.