Abstract

Aim: The purpose of this paper is to inform the reader about the potential relationship benefit between community-based providers supporting individuals with intellectual and developmental disability and Schools of Nursing by using simulation based learning to augment direct support staff training. This article will reveal a pilot study in a school of nursing simulation center geared toward direct support professionals in community-based agencies in South-East Indiana. Results of the study were analyzed to determine if didactic instruction coupled with simulation exercises for epilepsy and dysphagia increased the confidence level and skill mastery of DSPs to manage these conditions in the intellectual and developmental disability population.
Background: As a result of a change in national and international philosophy over the last decade, persons with intellectual and developmental disability have progressed from institutional living into communitybased home settings. While this change in living arrangement offers community opportunity, it may also produce a gap in their health care. In the United States, this gap may be due in part, to the lack of uniform training requirements for direct support professionals who provide care to this population.
Methods: The One-Group Pre-Test –Post-Test Design was chosen for this study. A post-confidence likert scale was also implemented.
Results: Post testing results indicated a noteworthy increase in knowledge gained by direct support professionals and a significant increase in their confidence levels.
Conclusion: On the basis of study results, partnerships between schools of nursing and community providers for persons with intellectual and developmental disability can be developed. Simulation Centers within schools of nursing may be used to augment current training of direct support professionals working with this population.