Introduction: Intellectual Disability in children is a reality experienced by Parents all over the world. Intellectual Disability and parenting practices are connected with daily care-induced stress experienced by Parents. Stress is relevant within the family context and seriously affects the healthcare context. Granted this, Family Nurses are orientated towards exploring this connection and the way in which it affects nursing care planning.
Aim: Exploring the connection between Intellectual Disability and Parenting Stress in parallel with appraising stress dimensions and understanding the way in which it affects, and interacts with, transcultural nursing care.
Objectives: Exploring the link between Intellectual Disability and Parenting Stress along with its particular aspects.
Review: A Critical Systematic Review of the literature of the last 5 years. Attested is a marked, meaningful relation between Intellectual Disability and Parenting Stress. Transcultural factors impacting this relation are family background, family ecology, parents’ traits, the feedback on the child with Intellectual Disability and social/multi-cultural status.
Conclusions: The importance of culture manifests itself in the way of expressing and experiencing stress and fatigue owing to the daily care of a child with intellectual disability and seems to play a correlational role in the kind of professional help offered to Parents by interdisciplinary health teams, including Nurses.
KEY WORDS: Stress, Parenting, Mental Retardation, Nursing, Family, Culture