A survey-based exploration of the impact of dyslexia on career progression of UK registered nurses

Morris, David; Turnbull, Patricia

doi:10.1111/j.1365-2934.2006.00649.x

Cited by 30 publications

(21 citation statements)

References 21 publications

(26 reference statements)

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“…Rojewski [48] and Schulte-Körne et al [58] performed longitudinal studies over 2 and 20 years, respectively. Further, a (small) survey-based exploration was executed in two studies [54,56]. …”

Section: Resultsmentioning

confidence: 99%

Factors influencing work participation of adults with developmental dyslexia: a systematic review

et al. 2014

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BackgroundEvidence has been synthesized to determine hindering and facilitating factors associated with the work participation of adults with developmental dyslexia (DD), classified according to the International Classification of Functioning, Disability and Health (ICF).MethodsA systematic literature review has been performed. Two search strings were used to determine the population and the context of work. The ICF was expanded with two subdivisions: one that made the environmental factors more work-related and a subdivision of personal factors. For data extraction the method known as qualitative metasummary was used and the manifest frequency effect size (MFES) for each category in the ICF was calculated.ResultsFrom 33 included studies 318 factors have been extracted and classified in the ICF. In the classification the frequency of occurrences and the consistency in direction (i.e., hindering or facilitating) have been made visible. The ICF categories with the highest MFES were mental functions with factors like feelings and emotions about dyslexia; activities like reading or writing/spelling; participation with factors like acquiring and keeping a job; social relationships at work where the attitudes and support of the employer and co-workers are important; working conditions with factors like the availability of assistive technology and accommodations on the job; and personal factors like self-disclosure and coping strategies.ConclusionsIn the context of work DD affects nearly all domains of functioning, mostly in a negative way. Within each domain the impact of DD increases over the course of life. To overcome that negative influence, many forms of adaptation, compensation, or coping are mentioned. Also notable is the lack of positive attitudes toward DD of the participants with DD—with the exception of the attitudes of teachers with DD—as well as on the part of colleagues, supervisors, and employers.

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Section: Resultsmentioning

confidence: 99%

Factors influencing work participation of adults with developmental dyslexia: a systematic review

et al. 2014

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“…[11] As a matter of fact, dyslexia continues to produce stress in jobs where reading, writing and calculation skills are highly used. [12] ICD-10 [13] lists emotional problems, low selfesteem, and problems in peer relationships as common associated features of reading disabilities, and DSM-IV [14] indicates the possibility of elevated rates of depression and dysthymia. A comprehensive review about internalizing symptoms in dyslexia is nowadays lacking.…”

Section: Review Articlementioning

confidence: 99%

Internalizing correlates of dyslexia

et al. 2009

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“…Students deciding to be assessed in order to declare a SpLD have to carry out (consciously or unconsciously) a cost/benefit analysis. For nursing students the decision to declare a SpLD was often not continued into post qualification employment due to the perception that it would have a negative impact on their career (Morris and Turnbull 2007). Six years ago students without disabilities did not view students with dyslexia as an issue (Roberts et al 2004) but recent personal communication, with undergraduate medical students, has identified a growing negative attitude being expressed towards students with SpLDs.…”

Section: Introductionmentioning

confidence: 96%

How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations?

Gibson

Leinster

2011

Adv in Health Sci Educ

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There are an increasing number of students with learning difficulties attending university, and currently much debate about the suitability and ability of students with dyslexia at both medical school and once they graduate into clinical practice. In this study we describe the performance of students with dyslexia compared to fellow students in extended matching questions (EMQ), short answer question (SAQ) and observed structured clinical examinations (OSCE) and discuss the implications of differences identified. End of year assessment results for 5 cohorts of medical students were analysed. Students with dyslexia did less well overall in all assessment types in year 1 but this difference was not evident in later years. Dyslexic students who were allowed extra time in written assessments did better than dyslexic students who did not have their assessment concessions in place. When station type within OSCE assessments was analysed students with dyslexia did less well in both examination skills and data interpretation stations in years 1, 2 & 3. In conclusion, differences in performance in written assessments are only evident early in training and may be partly due to delayed adjustment to medical school or implementation of assessment concessions. Performance in individual OSCE stations is dependent on station type. Why students with specific learning difficulties (SpLDs) perform less well in examination skills and data analysis OSCE stations requires further investigation.

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A survey-based exploration of the impact of dyslexia on career progression of UK registered nurses

Abstract: Dyslexia appears to have a negative impact on working practices and career progression, but remains a poorly understood and often hidden disability.

Cited by 30 publications

References 21 publications

Factors influencing work participation of adults with developmental dyslexia: a systematic review

Factors influencing work participation of adults with developmental dyslexia: a systematic review

Internalizing correlates of dyslexia

How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations?

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