Changes in Nursing Students’ Attitudes Toward Children with Disabilities Following Clinical Practice: A Quasi-Experimental Study

Background: It is essential for nursing students to develop awareness of children with disabilities and their families to ensure appropriate professional attitudes and practices throughout their careers.

Aim: This study aimed to investigate changes in nursing students’ attitudes toward children with disabilities following practice in a special education setting.

Methods: This quasi-experimental study employed a pre-test–post-test design. The study was conducted between May 27 and June 11, 2024, among nursing students (N=98) who completed clinical practice at a Special Education Vocational School. The study used a complete enumeration (total population) sampling approach and included students (n=85) who were undertaking clinical practice at the school, volunteered to participate, and met the inclusion criteria. Data were collected using a questionnaire form and the Attitudes Toward Persons with Disabilities Inventory. Independent samples t test, one-way analysis of variance (ANOVA), and paired-samples t test were used for data analysis.

Results: The students’ mean total attitude score increased from 168.11±16.04 before the practice to 173.38±16.88 after the practice. Post-practice attitude scores were significantly higher among female students and among students who had not previously taken courses related to disability or individuals with disabilities.

Conclusion: The findings suggest that experiential learning in special education settings may play a significant role in fostering more positive attitudes among nursing students toward children with disabilities. Integrating disability-focused experiential learning into nursing curricula may help cultivate compassionate professionals who are better prepared to advocate for the rights and well-being of individuals with disabilities.

Keywords: Attitude, children with disabilities, nursing, practice, student