Addressing a Gap in Healthcare Access for Transition-Age Youth with Autism: A Pilot Educational Intervention for Family Nurse Practitioner Students

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Citation

Iannuzzi, Dorothea, “Addressing a Gap in Healthcare Access for Transition-Age Youth with Autism: A Pilot Educational Intervention for Family Nurse Practitioner Students,” Scholar@Simmons, accessed May 30, 2020, https://beatleyweb.simmons.edu/scholar/items/show/122.

Title

Addressing a Gap in Healthcare Access for Transition-Age Youth with Autism: A Pilot Educational Intervention for Family Nurse Practitioner Students

Creator

Iannuzzi, Dorothea

Date

2018

Description

This mixed-methods randomized control pilot study evaluated an educational curriculum focused on the medical needs of transition-age youth (TAY) with autism (ASD) for graduate family nurse practitioner (FNP) students. The curriculum included didactic, online, experiential, and self-reflection components. A convenience sample of 16 graduate FNP students from the Graduate School of Nursing at the University of Massachusetts Medical School was utilized. All 16 students completed the four components of the curriculum; fourteen students, N=14 (87.5%), consented and agreed to participate in the study. The 14 students were then randomly assigned to one of two groups, the wait list control group (WLC), n=8, or the intervention group (INT), n=6. Three measures were utilized to determine pre- and post-intervention levels of self-efficacy (FNPASE), knowledge (ASK-ASD), and attitudes (SATA). Comparisons of change scores between the WLC and the INT group were made to determine the efficacy of the educational intervention. These data were collected, compiled, and described. Content analysis of qualitative data revealed that participating in the pilot curriculum improved and enhanced knowledge, understanding, and level of self-efficacy in working with TAY with ASD. Both quantitative and qualitative findings supported the usefulness of this pilot curriculum. The small sample size was a significant limitation in the study; however, this pilot data can provide the foundation for a second study with a more robust sample size in an effort to demonstrate statistical significance in change scores and further support the efficacy of this curriculum.

Publisher

Simmons College (Boston, Mass.)

Format

1 PDF (111 Pages)

Language

English

Type

Doctoral Dissertations