Standards for practice in intellectual and developmental disability nursing: A Delphi study

Background: The practice standards of specialist areas of nursing need to be distinctive and reflect contemporary practice. In the absence of intellectual and developmental disability content in curriculum design at both undergraduate and postgraduate levels, nurses practising in this specialty area need a clear set of standards that guide their practice. Aim: To redevelop a contemporary set of practice standards by combining findings from a three-year research project with the Delphi technique to determine consensus. Methods: The Delphi technique was applied to a draft set of eight standards that were developed based on research generated by the project. Data were generated through two Delphi rounds conducted via Qualtrics© online surveys. Data analysis consisted of descriptive statistics for percentage agreement, and content analysis for qualitative data. Findings: Response rate was 72% for round one and 77% for round two. Consensus was reached for each of the eight standards in round one. Consensus was reached for the schema, following round two. Discussion: The revised set of specialty standards offers points of distinction that sets them apart from other practice standards by reflecting the values, knowledge and skills required to work in intellectual and developmental disability nursing. Conclusion: A combination of research evidence and the Delphi technique was useful in determining a new framework for practice standards that reflected current practice. Differentiating specialty practice standards offers identity and guidance for nurses practicing in specialised areas of nursing. The revised standards are a useful resource in policy development and education design