Adults with intellectual disabilities/developmental disabilities (ID/DD) have the same medical conditions as the general population with more complex presentation. Increased medical technology has extended the life span of these adults and yet there is an increased morbidity and mortality in this population. Educators and caregivers have historically determined educational opportunities offered to adults with ID/DD. This has gradually improved since the Education for All Handicapped Children Act of 1975 passed, mainstreamed education occurred, and finally a movement to include children with disabilities in typical classrooms was instituted. However, individuals who are presently adults were not afforded these opportunities as children. In addition, registered nurses (RNs) have had limited education about adults with ID/DD.

The purpose of this qualitative study was to describe the experiences of RNs who provide health teaching to adults with ID/DD, selection of and health topics taught, and health teaching activities put into practice. This study used a descriptive, naturalistic inquiry design. Sampling was purposive and snowball and involved 23 RNs. Individual interviews, focus groups interviews, and non-participant observations were conducted.

Data analysis occurred using a constant comparative method. Findings for the research questions are presented. Two unanticipated clusters of data also emerged in the data analysis process. One focused on the nurses' developmental process from insecure novice ID/DD health educator to confident and passionate educator of adults with ID/DD. The second revealed that health teaching activities were implemented within a social context.

Findings revealed that a developmental process of the RNs evolved into a teaching philosophy. Social context provided a background to the health teaching activities. Caregivers presented various challenges in accessing adults with ID/DD for teaching. Once caregiver challenges were addressed using social approaches, the RNs began teaching and encountered caregivers as both challenging and beneficial. Social approaches were used as well for teaching adults with ID/DD and provided a process for implementing the teaching content. A model of health teaching for adults with ID/DD emerged from the data. Multiple perspectives informed the RNs' experiences of teaching. This study has implications for nursing practice, education, science, and research.