Knowledge of early intervention in three groups of nurses: implications for service and training

The mandate for a multidisciplinary approach in early intervention for at-risk and developmentally disabled infants and their families is creating new roles and opportunities for professionals in a variety of disciplines. The extent to which such roles and opportunities will be realized, however, depends on awareness of the nature and scope of early intervention efforts. This study was designed to examine the awareness of early intervention among nurses as a function of professional level. A total group of 64 students, practicing registered nurses, and nurse practitioners completed questionnaires assessing (a) their awareness of early intervention; (b) their perception of characteristics important in early intervention; and (c) assessment of their skill and knowledge in this area. Nursing students were significantly less aware than the other two groups of nurses who did not differ from each other. Each group differed significantly from the other on perceived skills, whereas only the nursing students differed from the other two groups in terms of knowledge. The endorsement of family-centered intervention did not differ as a function of level of educational preparation. It was concluded that nursing education curricula should include information on early intervention.