NURSING STUDENTS’ PERSPECTIVES: KNOWLEDGE AND ATTITUDES IN PROVIDING CARE TO PEOPLE WITH DISABILITIES IN PUNJAB, PAKISTAN

Abstract

Purpose: To explore the knowledge, attitudes, and comfort level of nursing students in caring for people with disabilities (PWDs). Method: A total of 110 nursing students were recruited from Shalamar Nursing College, Lahore. A pre-post course survey was administered to collect both quantitative and qualitative data. The educational intervention consisted of a focused lecture addressing disability health care and an authentic learning encounter with a simulated patient consultant living with a disability. The surveys assessed students’ knowledge, attitudes, and perceived competence before and after the intervention. Results:  A total of 110 nursing students completed pre- and post-course surveys, and results showed positive shifts across all five domains, with 41% of survey items significantly improved. The most notable gain was in working with people with disabilities in a clinical setting, which increased significantly from 3.21 (SD = 0.58) to 3.85 (SD = 0.51; p = .000), while positive impressions of self-concepts of PWDs also improved significantly from 3.12 (SD = 0.65) to 3.41 (SD = 0.63; p = .019). Qualitative themes supported these findings, revealing a shift from lack of knowledge, fear, and communication barriers toward greater professional responsibility, patient-centered care, and advocacy for people with disabilities. Conclusion: Educational interventions combining lectures with authentic encounters can effectively enhance nursing students’ competence, attitudes, and advocacy skills in providing care for PWDs. Such curricular strategies help prepare future nurses to deliver inclusive, patient-centered care