Melissa J Bourne1, Suzanne C Smeltzer2, Michelle M Kelly3. 1. M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, PA 19085, USA. Electronic address: mbourne3@villanova.edu. 2. M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, PA 19085, USA. Electronic address: Suzanne.smeltzer@villanova.edu. 3. M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, PA 19085, USA. Electronic address: Michelle.m.kelly@villanova.edu.
Abstract
AIM: This integrative review synthesized research on the healthcare inequities experienced by adults with developmental disability in the United States and discussed implications for nursing education. BACKGROUND: Individuals with developmental disability are living longer with chronic comorbidities and experience healthcare inequities. METHOD: Application of inclusion criteria to database and ancestry searches resulted in 26 articles that were assessed for quality and analyzed thematically. RESULTS: Three categories of inequity were identified: knowledge deficits, communication challenges and poor quality of care. Knowledge deficits and communication challenges can lead to frustration, errors and unmet needs. Poor quality of care encompasses the decreased availability and access to services, limited health promotion participation and higher rates of hospitalizations and complications for adults with developmental disability. CONCLUSION: Healthcare inequities may be reduced by targeting patient and provider knowledge. Inclusion of developmental disability content and clinical experiences in nursing education may improve care and reduce inequities for this underserved population.
AIM: This integrative review synthesized research on the healthcare inequities experienced by adults with developmental disability in the United States and discussed implications for nursing education. BACKGROUND: Individuals with developmental disability are living longer with chronic comorbidities and experience healthcare inequities. METHOD: Application of inclusion criteria to database and ancestry searches resulted in 26 articles that were assessed for quality and analyzed thematically. RESULTS: Three categories of inequity were identified: knowledge deficits, communication challenges and poor quality of care. Knowledge deficits and communication challenges can lead to frustration, errors and unmet needs. Poor quality of care encompasses the decreased availability and access to services, limited health promotion participation and higher rates of hospitalizations and complications for adults with developmental disability. CONCLUSION: Healthcare inequities may be reduced by targeting patient and provider knowledge. Inclusion of developmental disability content and clinical experiences in nursing education may improve care and reduce inequities for this underserved population.