Knowledge, beliefs, practice challenges, training barriers, and needs of Kazakhstani nurses in the care of patients with autism: A descriptive cross-sectional study

BackgroundAutism Spectrum Disorder (ASD) is a neurodevelopmental condition requiring early identification and intervention to improve outcomes. Nurses are key to ASD care, facilitating referrals and supporting interventions, but often face knowledge gaps and limited training. In Kazakhstan, rising diagnoses of ASD, and healthcare reforms highlight the need for nurse education, yet challenges remain underexplored. This study examines nurses knowledge, beliefs, challenges in practice, training barriers, and training needs in caring for patients with autism. MethodsThis cross-sectional descriptive survey assessed the knowledge, beliefs, challenges, training barriers, and training needs of nurses involved in the care of individuals with ASD in Kazakhstan. Data were collected using purposive sampling from nurses aged 18 years and older working in hospitals, schools, and autism centers through an online survey distributed via email, professional networks, and social media platforms. A bilingual online survey (Russian and Kazakh) included 52 questions on demographics, knowledge and beliefs, challenges, barriers, and training needs. Descriptive and bivariate analysis were conducted by using the R studio. ResultsThe study included N=201 nurses, predominantly female (89.05%) with an average age of 37 years. Most worked in the capital city of Kazakhstan, Astana (66.67%) and government facilities (73.13%), with 66.17% having over five years of experience. Although 69.15% had encountered ASD cases, knowledge gaps were evident, particularly in recognizing traits like resistance to change (50.00%), symptom onset before age three (46.00%), and preoccupation with objects (49.75%). Nurses without formal ASD training had the lowest percentage agreement on true statements (45.30%) compared to those with formal education (61.40%) or professional development (60.10%). The support/school group showed the lowest understanding overall. Despite 91.04% expressing interest in training, barriers like time constraints (33.33%) and limited course availability (30.35%) highlight the need for structured educational training programs. ConclusionNurses in Kazakhstan demonstrated interest in ASD training and face significant knowledge gaps, particularly among those without formal education or in support roles. While many have encountered ASD cases, misconceptions persist, underscoring the need for tailored training programs that address specific barriers such as time constraints and course availability. Therefore, we recommend a structured, accessible education initiatives that will be essential to enhance nurses understanding and capabilities in ASD care, ultimately improving patient outcomes. Clinical RelevanceThis study highlights significant knowledge gaps and training needs among Kazakhstani nurses in the care of patients with autism. Implementing structured, role-specific educational programs can improve early diagnosis, referral accuracy, and quality of care for individuals with ASD in clinical settings.