With the passage of the Higher Education Opportunities Act (HEAO) of 2008, students with intellectual disabilities who are enrolled in a federally approved Comprehensive Transition and Postsecondary Program on a college campus will be eligible for some forms of federal student financial aid. This Brief Report discusses the forms of aid available, the impact upon higher functioning students with ASDs, the impact upon colleges and the potential conflict between HEOA and Individuals with Disabilities Education Act.
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Slovenian Nursing Students' Perspectives and Experiences with Nursing Care of People with Intellectual and Developmental Disabilities: A Qualitative Descriptive Study.
Healthcare (Basel)
January 2025
Division of Nursing, Faculty of Health Sciences, University of Ljubljana, 1000 Ljubljana, Slovenia.
Providing nursing care for individuals with intellectual and developmental disabilities can be challenging for nursing students, often perceived as stressful, demanding, and, at times, unpleasant. This study aimed to describe the experiences of students in their interactions and provision of nursing care for people with intellectual and developmental disabilities. : A qualitative descriptive study was conducted.
View Article and Find Full Text PDFInfluence of perceived impostorism on self-esteem and anxiety among University Nursing Students: Recommendations to implement mentorship program.
J Family Med Prim Care
December 2024
Department of Community and Family Medicine, All India Institute of Medical Sciences (AIIMS), Rishikesh, Uttarakhand, India.
Background: The imposter phenomenon (IP) involves feelings of intellectual fraudulence and phoniness in challenging new roles. IP feelings are associated with low self-esteem and anxiety in nursing students, especially during transition or early stages of nursing training. This research aims to find out the prevalence of IP and its relation with self-esteem and anxiety among nursing undergraduates.
View Article and Find Full Text PDFObservational comparison of fatigue and sleep disturbance after traumatic injury, in those with and without concomitant mild traumatic brain injury.
Am J Phys Med Rehabil
December 2024
Melbourne School of Psychological Sciences, The University of Melbourne, Victoria 3010, Australia.
Objective: Fatigue and subjective sleep disturbance are elevated after mild traumatic brain injury (mTBI), raising the question of whether mTBI-specific factors contribute to the experience of fatigue and subjective sleep disturbance after mTBI.
Design: 110 premorbidly healthy individuals who had suffered a traumatic injury during an accident approximately 8 weeks prior were examined and assessed with subjective measures of fatigue and sleep disturbance, psychological distress and pain.
Results: Individuals with a traumatic injury reported significant elevations in most fatigue and all subjective sleep disruption components compared to community-based control participants (n = 45).
Factors influencing choice of residency program among medical intern doctors and medical students: a cross-sectional survey.
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Internal Medicine Residency Training Program, Medical Specialty Board, Muscat, Oman.
Introduction: The global shortage of healthcare professionals is a critical concern, with an estimated deficit of 18 million workers by 2030, particularly in low- and middle-income countries. Oman faces challenges with its doctor-to-population ratio falling below the global average. This study examines the factors influencing residency program choices among Omani medical students and interns, with a specific focus on internal medicine.
View Article and Find Full Text PDFPrevalence of Abdominal Obesity in Children and Adolescents with Intellectual Disability in Southeastern Poland.
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Institute of Medical Science, Medical College of Rzeszow University, Warzywna 1A, 35-310 Rzeszów, Poland.
: The aim of the study was to determine the frequency of occurrence of a significant health problem-abdominal obesity (AO)-in children and adolescents with intellectual disability (ID) compared to children and adolescents without disabilities, examined in the period 2013-2014. : The study group included 568 students with various ID degrees ( = 265 mild; = 249 moderate; = 54 severe) (age range 7-18 years) attending care and educational facilities. The comparison group (non-ID) was randomly selected based on the principle of matching the group (age and sex) among students without ID.
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