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Peer-reviewedCC BYJournal of applied research in intellectual disabilities : JARID

From Learning to Practice: Support Workers' Experiences With the TRAIN-ID Training Programme to Strengthen Health Support for People With Intellectual Disabilities.

  • Kim Nijhof1,2
  • Fleur H Boot1,2
  • Kirsten E Bevelander1,2
  • Elske van Oostaijen3,4
  • Jenneken Naaldenberg1,2
  • Geraline L Leusink1,2
4 affiliations
  1. 1Department of Primary and Community Care, Radboud University Medical Center, Nijmegen, the Netherlands.
  2. 2Academic Collaborative Intellectual Disability and Health - Sterker op Eigen Benen (SOEB), Nijmegen, the Netherlands.
  3. 3HAN University of Applied Sciences, STERKplaats, Nijmegen, the Netherlands.
  4. 4The Dutch National Professional Association for Support Workers (BPSW), Utrecht, the Netherlands.
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Abstract

Background

Support workers play a key role in everyday health support for people with intellectual disabilities. This study aimed to explore how training (the TRAIN-ID programme) can strengthen support workers' competencies to meet the health needs of people with intellectual disabilities.Method

This qualitative study explored 26 support workers' experiences with participating in the training programme through written reflections, focus groups immediately post-training and interviews three months later. Data were analysed using template analysis informed by the Kirkpatrick framework.Results

Positive experiences with the programme related to observing, discussing and following up health problems in practice. Furthermore, analysis indicates concrete pathways linking learning to intentions for behavioural change and perceived impact.Conclusions

Training programmes that recognise support workers' roles in health support strengthen support workers' ability to identify and respond to health concerns, thereby helping to address educational gaps and improving everyday health support for people with intellectual disabilities.

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Cite

BibTeXRIS
BibTeX
@article{nijhof2026from,
  title = {{From Learning to Practice: Support Workers' Experiences With the TRAIN-ID Training Programme to Strengthen Health Support for People With Intellectual Disabilities.}},
  author = {Kim Nijhof and Fleur H Boot and Kirsten E Bevelander and Elske van Oostaijen and Jenneken Naaldenberg and Geraline L Leusink},
  journal = {Journal of applied research in intellectual disabilities : JARID},
  year = {2026},
  month = sep,
  doi = {10.1111/jar.70326},
  url = {https://europepmc.org/article/MED/42901505},
  note = {CC BY},
}
RIS
TY  - JOUR
TI  - From Learning to Practice: Support Workers' Experiences With the TRAIN-ID Training Programme to Strengthen Health Support for People With Intellectual Disabilities.
AU  - Kim Nijhof
AU  - Fleur H Boot
AU  - Kirsten E Bevelander
AU  - Elske van Oostaijen
AU  - Jenneken Naaldenberg
AU  - Geraline L Leusink
PY  - 2026
DA  - 2026/09/01
JO  - Journal of applied research in intellectual disabilities : JARID
DO  - 10.1111/jar.70326
UR  - https://europepmc.org/article/MED/42901505
AB  - Background  Support workers play a key role in everyday health support for people with intellectual disabilities. This study aimed to explore how training (the TRAIN-ID programme) can strengthen support workers' competencies to meet the health needs of people with intellectual disabilities.Method  This qualitative study explored 26 support workers' experiences with participating in the training programme through written reflections, focus groups immediately post-training and interviews three months later. Data were analysed using template analysis informed by the Kirkpatrick framework.Results  Positive experiences with the programme related to observing, discussing and following up health problems in practice. Furthermore, analysis indicates concrete pathways linking learning to intentions for behavioural change and perceived impact.Conclusions  Training programmes that recognise support workers' roles in health support strengthen support workers' ability to identify and respond to health concerns, thereby helping to address educational gaps and improving everyday health support for people with intellectual disabilities.
SN  - 1360-2322
SN  - 1468-3148
ER  -