Abstract
Health disparities among individuals with intellectual and developmental disability (IDD) remain a significant public health concern requiring complex, interdisciplinary care tailored to communication, behavioral, and individualized needs. Despite frequent exposure to surgical and procedural interventions, nurse anesthesiology programs provide limited formal education to prepare clinicians for this population. Most importantly, the role of nurse anesthesiologists across the perioperative continuum remains underrepresented in discussions of IDD-focused care. This qualitative phenomenological study explored perceived curricular needs related to IDD within nurse anesthesiology education to inform targeted instructional strategies. Four major themes emerged: 1) communication and patient-centered care, 2) barrier to care delivery, 3) educational gaps and training needs, and 4) strategies for improving care and professional development. Participants consistently identified significant gaps in structured training and professional development related to improving care delivery. Many described relying heavily on experiential, self-directed, or trial and error learning approaches because of the absence of formalized education and mentorship opportunities. Limited access to continuing professional development, evidence-based training resources, and organizational support further contributed to variability in confidence and preparedness. These findings highlight important areas for growth, particularly the need for standardized training programs, ongoing educational support, and accessible professional development initiatives to strengthen competency, confidence, and quality of care.