Presenter(s)
Madison Conlin, Jack Lux, Megan Hesse, Sadie Olson, Violet Nelson, Christina Chao, Anna Peterson, and Johanna Shubert
Abstract
Background: Winona State University nursing students partner with Home and Community Options (HCO) during their population health clinical experience. HCO’s mission is to “empower and support people with developmental disabilities,” with a vision of ensuring that all individuals thrive and are valued members of their communities (Home and Community Options, n.d.). The Healthcare Director at HCO identified a need for additional staff education related to common health conditions affecting individuals with intellectual and developmental disabilities (IDD), including arthritis, diabetes, and depression or other mental health concerns. In response to this identified need, nursing students developed evidence-based educational strategies to enhance staff knowledge and support the health and well-being of individuals living with IDD. Problem: People with intellectual and developmental disabilities (IDD) experience significant health disparities compared with the general population, including higher rates of chronic conditions, unmet healthcare needs, and barriers to accessing preventive services. Individuals with IDD often rely on direct support professionals (DSPs) and other care staff to assist with daily living, health monitoring, and coordination of care. However, many staff members receive limited formal training in health education, disease prevention, and evidence-based care practices tailored to the unique needs of this population. Developing evidence-based health education programs for staff who support individuals with IDD can strengthen their knowledge, skills, and confidence in promoting health and recognizing early signs of illness. By integrating current research, best practices, and accessible training approaches, such programs can improve the quality of care, support better health outcomes, and reduce preventable complications among people with IDD. Methods: This project utilized a community-based participatory research approach and incorporated both qualitative and quantitative data collection methods. Data were gathered through community assessments, surveys, and a review of peer-reviewed evidence-based literature to inform and support the project. Outcomes: Four health education posters addressing arthritis, diabetes, heart health, and depression were developed. Each poster highlights the importance of the condition, common symptoms, and strategies staff can use to provide support in the home setting. QR codes on the posters link to supplemental educational videos. The videos demonstrate recognition of symptoms and illustrate both effective and ineffective support strategies using visual aids and communication techniques. Conclusion: Overall, this project demonstrates academic- community partnerships in service leadership. The education tool to target the knowledge gap that caregivers may possess regarding health conditions of people with intellectual/developmental disabilities is a system level strategy to support this vulnerable population. This work highlights the importance of structured, evidence-informed education to empower the workforce that plays a critical role in the day-to-day health and well-being of individuals with IDD.
College
College of Nursing & Health Sciences
Department
Nursing
Campus
Winona
First Advisor/Mentor
Kathryn Frie
Location
Kryzsko Great River Ballroom, Winona, Minnesota; United States
Start Date
4-23-2026 9:00 AM
End Date
4-23-2026 10:00 AM
Presentation Type
Poster Session
Format of Presentation or Performance
In-Person
Session
1a=9am-10am
Poster Number
71
Health Education for Caregivers of Individuals with Intellectual and Developmental Disability (IDD)
Kryzsko Great River Ballroom, Winona, Minnesota; United States
Background: Winona State University nursing students partner with Home and Community Options (HCO) during their population health clinical experience. HCO’s mission is to “empower and support people with developmental disabilities,” with a vision of ensuring that all individuals thrive and are valued members of their communities (Home and Community Options, n.d.). The Healthcare Director at HCO identified a need for additional staff education related to common health conditions affecting individuals with intellectual and developmental disabilities (IDD), including arthritis, diabetes, and depression or other mental health concerns. In response to this identified need, nursing students developed evidence-based educational strategies to enhance staff knowledge and support the health and well-being of individuals living with IDD. Problem: People with intellectual and developmental disabilities (IDD) experience significant health disparities compared with the general population, including higher rates of chronic conditions, unmet healthcare needs, and barriers to accessing preventive services. Individuals with IDD often rely on direct support professionals (DSPs) and other care staff to assist with daily living, health monitoring, and coordination of care. However, many staff members receive limited formal training in health education, disease prevention, and evidence-based care practices tailored to the unique needs of this population. Developing evidence-based health education programs for staff who support individuals with IDD can strengthen their knowledge, skills, and confidence in promoting health and recognizing early signs of illness. By integrating current research, best practices, and accessible training approaches, such programs can improve the quality of care, support better health outcomes, and reduce preventable complications among people with IDD. Methods: This project utilized a community-based participatory research approach and incorporated both qualitative and quantitative data collection methods. Data were gathered through community assessments, surveys, and a review of peer-reviewed evidence-based literature to inform and support the project. Outcomes: Four health education posters addressing arthritis, diabetes, heart health, and depression were developed. Each poster highlights the importance of the condition, common symptoms, and strategies staff can use to provide support in the home setting. QR codes on the posters link to supplemental educational videos. The videos demonstrate recognition of symptoms and illustrate both effective and ineffective support strategies using visual aids and communication techniques. Conclusion: Overall, this project demonstrates academic- community partnerships in service leadership. The education tool to target the knowledge gap that caregivers may possess regarding health conditions of people with intellectual/developmental disabilities is a system level strategy to support this vulnerable population. This work highlights the importance of structured, evidence-informed education to empower the workforce that plays a critical role in the day-to-day health and well-being of individuals with IDD.
