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Abstract：
OBJECTIVE: To critically appraise relevant literature on the lived experiences of registered nurses caring for adults with intellectual disability in the acute care setting in Australia to determine current knowledge and gaps in the literature.
BACKGROUND: People with intellectual disability have the right to the highest attainable health care the same as everyone else. However, inequities still exist in the delivery of health care across the globe, including Australia that result in poorer health outcomes for this population group. Part of the problem is a lack of understanding of the complexities of ID care due to an absence of ID specific content in undergraduate curricula.
METHODS: Integrative literature review.
METHODS: Electronic databases were searched for relevant empirical and theoretical literature. Additional articles were found by reviewing reference lists of selected articles resulting in ten articles for review. Selected articles were critically appraised using JBI critical appraisal tools. Data were analysed using comparative thematic analysis. PRISMA checklist completed the review.
RESULTS: Two main themes emerged from the data that informed the gap in knowledge: (a) Defining nursing practice; and (b) Confidence to practice.
CONCLUSIONS: There was limited qualitative research published on the topic. International studies revealed that a lack of understanding of the ID condition due to inadequate education left registered nurses feeling underprepared, unsupported and struggling to provide optimal care. No studies were located on the phenomenon within the Australian context. A study exploring the lived experiences of RNs in Australia is needed to offer a deeper understanding of the phenomenon that will help inform practice.
CONCLUSIONS: Including ID care in national undergraduate and postgraduate nursing curricula must become a nursing educational and professional priority to support nurses more fully in their practice to ensure patients with ID receive the highest attainable standard of nursing care.
BACKGROUND: People with intellectual disability have the right to the highest attainable health care the same as everyone else. However, inequities still exist in the delivery of health care across the globe, including Australia that result in poorer health outcomes for this population group. Part of the problem is a lack of understanding of the complexities of ID care due to an absence of ID specific content in undergraduate curricula.
METHODS: Integrative literature review.
METHODS: Electronic databases were searched for relevant empirical and theoretical literature. Additional articles were found by reviewing reference lists of selected articles resulting in ten articles for review. Selected articles were critically appraised using JBI critical appraisal tools. Data were analysed using comparative thematic analysis. PRISMA checklist completed the review.
RESULTS: Two main themes emerged from the data that informed the gap in knowledge: (a) Defining nursing practice; and (b) Confidence to practice.
CONCLUSIONS: There was limited qualitative research published on the topic. International studies revealed that a lack of understanding of the ID condition due to inadequate education left registered nurses feeling underprepared, unsupported and struggling to provide optimal care. No studies were located on the phenomenon within the Australian context. A study exploring the lived experiences of RNs in Australia is needed to offer a deeper understanding of the phenomenon that will help inform practice.
CONCLUSIONS: Including ID care in national undergraduate and postgraduate nursing curricula must become a nursing educational and professional priority to support nurses more fully in their practice to ensure patients with ID receive the highest attainable standard of nursing care.
摘要：
目的：对澳大利亚急性护理机构中照顾智力残疾成年人的注册护士的生活经历进行批判性评估，以确定文献中的当前知识和差距。
背景：智障人士与其他人一样，有权获得最高的医疗保健。然而,在全球范围内提供医疗保健方面仍然存在不平等现象，包括澳大利亚，导致该人群的健康状况较差。问题的部分原因是由于本科课程中缺乏ID特定内容，因此对ID护理的复杂性缺乏了解。
方法：综合文献综述。
方法：在电子数据库中搜索相关的经验和理论文献。通过审查选定文章的参考列表，发现了其他文章，导致十篇文章供审查。使用JBI批判性评估工具对选定的文章进行了批判性评估。采用比较专题分析法对数据进行分析。PRISMA检查表完成了审查。
结果：从数据中得出了两个主要主题，这些数据说明了知识的差距：（a）定义护理实践；（b）对实践的信心。
结论：关于该主题的定性研究有限。国际研究显示，由于教育不足，对身份证状况缺乏了解，使注册护士感到准备不足，不受支持，难以提供最佳护理。在澳大利亚的背景下，没有关于这一现象的研究。需要进行一项研究，探索澳大利亚RN的生活经验，以更深入地了解这种现象，这将有助于为实践提供信息。
结论：在国家本科和研究生护理课程中包括ID护理必须成为护理教育和专业优先事项，以更充分地支持护士的实践，以确保ID患者获得最高标准的护理。
背景：智障人士与其他人一样，有权获得最高的医疗保健。然而,在全球范围内提供医疗保健方面仍然存在不平等现象，包括澳大利亚，导致该人群的健康状况较差。问题的部分原因是由于本科课程中缺乏ID特定内容，因此对ID护理的复杂性缺乏了解。
方法：综合文献综述。
方法：在电子数据库中搜索相关的经验和理论文献。通过审查选定文章的参考列表，发现了其他文章，导致十篇文章供审查。使用JBI批判性评估工具对选定的文章进行了批判性评估。采用比较专题分析法对数据进行分析。PRISMA检查表完成了审查。
结果：从数据中得出了两个主要主题，这些数据说明了知识的差距：（a）定义护理实践；（b）对实践的信心。
结论：关于该主题的定性研究有限。国际研究显示，由于教育不足，对身份证状况缺乏了解，使注册护士感到准备不足，不受支持，难以提供最佳护理。在澳大利亚的背景下，没有关于这一现象的研究。需要进行一项研究，探索澳大利亚RN的生活经验，以更深入地了解这种现象，这将有助于为实践提供信息。
结论：在国家本科和研究生护理课程中包括ID护理必须成为护理教育和专业优先事项，以更充分地支持护士的实践，以确保ID患者获得最高标准的护理。
