'How Families Live…' : the views and experiences of parent-carers who provide family placements to intellectual disability nursing students"

AIM: The aim of this research was to learn about the value of family placements, as experiential learning opportunities, from the perspectives and experiences of parent-carers who provide them to nurse students via a Scottish university Family Placement Scheme. METHOD: Qualitative interviews were conducted with seven (50%) parent-carers who provided at least one family placement over two academic years (2012/2013 and 2013/2014). Broadly descriptive data was analysed, organised into themes and subject to content analysis: parents’ descriptions of their caring role; their perceived value of family placements; and their views and experiences of carer participation in nurse education, and intellectual disability nursing. RESULTS: Family placements were perceived to be mutually beneficial to nurse students and families of children and adults with an intellectual disability, and provide for example, opportunity to develop communication. Detailed description of the daily and wider aspects of caring was provided, offering insight into the actual practical learning experiences of nurse students on these placements. CONCLUSION: This hub and spoke model of learning provides unique opportunity for nurse students to learn what it is really like for families to care for a relative with an intellectual disability at home, and to develop their practice skills for working in partnership with family carers.