To ensure that nurses are equipped to provide effective care, it is essential to examine available evidence on how nursing curricula have adapted to meet the unique health needs of persons with disabilities. This study assesses how pedagogical strategies and interventions have changed in nursing education to develop disability competencies. It also examines whether such curriculum changes have been evaluated to assess their effectiveness in developing competencies. A systematic review based on a literature search in Web of Science, PubMed, Medline, PsycInfo, ERIC, CINAHL and Google Scholar. The study includes peer-reviewed papers, either qualitative or quantitative, that describe the development of disability-related education in undergraduate or postgraduate nursing training. With no time frame or publication restriction. The quality of the paper was assessed using the Mixed Methods Appraisal Tool (MMAT). 46 studies have met al.l inclusion criteria and were included in the final analysis. In total, were 2803 articles found in the initial search across seven online electronic databases. Finally, a thorough review was conducted, incorporating 46 studies. Most of the studies come from high income countries. Among the 46 studies reviewed, 16 employed qualitative methodologies, 22 studies adopted quantitative descriptive designs, relying primarily on cross-sectional surveys and pre-post evaluations. Seven studies used mixed methods.Three major themes emerged from this analysis a) enhancing nurses' understanding of disability, b) pedagogical strategies to work with persons with disabilities and their families in a clinical setting, and c) diverse approaches to clinical simulation in nursing education. The results show that most educational interventions are not assessing their impact in developing disability competencies. Many interventions aim to raise disability awareness, challenge prejudice, and promote more inclusive attitudes toward individuals with disabilities. While these goals are important, there is limited evidence demonstrating their effectiveness in enhancing nursing practice competencies. Research on strategies that equip nursing students with the core skills needed to provide quality care to people with disabilities remains scarce.
Geneviève et al. (Thu,) studied this question.