The Health Empowerment Learning Partnership (HELP) model : undergraduate nursing students working with families of children with intellectual disabilities to improve their health

Abstract

This doctorial thesis seeks to systematically develop a theoretical framework for a health mentoring project and empirically assess its validity in a program engaging undergraduate student nurses. The health mentoring model integrated into a nursing curriculum has the potential to increase the student nurses' awareness of the needs of people with an intellectual disability and their families; and increase capacity within a regional Australian community. The following four questions have guided this inquiry 1. What are the health issues facing parents of children with disabilities? 2. What are the views of the key informants (e.g. nurses, case workers, parents) regarding the health of families who have children with disabilities? 3. What are the key elements required to develop and implement a partnership, health mentoring model? 4. What is the impact of the implementation of a partnership, health mentorship program on families of children with disabilities and nurses? Action research methodology with the philosophical underpinnings of empowerment and capacity development was used to bring about improvement and change in nurse practice. An initial action research cycle of the health mentoring project involving the phases of planning, action, observation, reflection and replanning was implemented and evaluated to then inform a second cycle of the project. Key informant interviews identified a range of physical and mental health issues which were pivotal in developing the second phase of the health mentoring model. Reflection and evaluation of the two cycles of the project and the key informant interviews resulted in the development of the Health Empowerment Learning Partnership (HELP) Model. Data derived from the Health Empowerment Learning Partnership project provides information to: (1) inform service delivery in both acute care and community settings for families with chronic health care needs; (2) inform the professional preparation of student nurses in respect of the short and long term health care needs of families of children with disabilities.

Date of Award	2010
Original language	English