“Ask me what I need”: A call for shifting responsibility upwards and creating inclusive learning environments in clinical placement

Students with disabilities (SWD's) entering undergraduate nursing programs has increased over time. In this article, the authors describe the experiences of clinical nurse educators on instructing student nurses with disabilities (SWD) in the clinical arena. Fourteen clinical nurse educators participated in this qualitative study. All participants were involved in the direct instruction of student nurses in the clinical arena. Data collection consisted of one on one interviews with clinical nurse educators and the participants completed an interactive journal. The results that emerged from the data include the following: 1. Instructional strategies used by the participants in the clinical arena; 2. Curricula issues; 3. Balancing opposing needs of student learning and client safety; and 4. Challenges encountered by participants. In conclusion, the instructional strategies used by clinical nurse educators are informed by their values about teaching and learning, teaching experiences and nursing education.

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“…(in-press) [27] and the results of that study sheds important insights on the issues that SWD's encounter.…”

Section: Discussionmentioning

confidence: 76%

Clinical Nurse Educators' Experiences on Instructing Student Nurses With Disabilities (SWD's) in the Clinical Arena

Jennings¹,

Crawford-Dickinson²,

Epstein³

2020

Int J Nurs Clin Pract

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“…[18][19][20][21] However, there is little evidence to support nursing faculty's fears, and all students, not just those with disabilities, pose a safety risk. [14,21] Unsafe behaviors identified by nursing faculty as most egregious included dishonest behavior, lack of theoretical knowledge, and performing procedures for which they had not been trained or were not prepared to do. [22] Unsafe behaviors were not attributed solely to students with disabilities.…”

Section: Discussionmentioning

confidence: 99%

“…[23] Faculty also desire support and guidance from university administration through evidence-based guidelines and best practices. [10,18,21] Many barriers for students with disabilities were identified. While the public areas of hospitals are ADA accessible, many staff areas are not.…”

Section: Discussionmentioning

confidence: 99%

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Faculty attitudes towards nursing students with disabilities in the clinical setting

Prude

Pecoraro

Calamia

et al. 2021

JNEP

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Objective: The purpose of this phenomenological study was to explore nursing faculty attitudes towards students with disabilities enrolled in baccalaureate nursing programs. Additionally, we aimed to describe the types of accommodations provided to students with disabilities in the clinical setting.Methods: In two institutions of higher education in the southeastern United States, purposive and snowball sampling was used to recruit 14 nursing faculty with experience teaching in clinical courses. One-on-one interviews were conducted using a semi-structured interview guide. Data were transcribed and analyzed using Colaizzi’s process for phenomenological data analysis. The social model of disability served as the conceptual framework for the study.Results: Six themes emerged from the data analysis: ‘Math is a basic required skill,’ ‘You can’t just skip clinical,’ ‘It’s my job to help them learn,’ ‘I’m not prepared for this,’ ‘What type of job will they get,’ and ‘overcoming obstacles.’ Nursing faculty reported positive attitudes towards students with disabilities, but also voiced concerns about patient safety and the ability for a student with a disability to find success. Several barriers including disclosure, lack of accessibility in hospitals, nursing culture, and faculty workload were identified.Conclusions: A lack of clear policies and guidelines leaves nursing faculty unsure of what accommodations are appropriate for students with disabilities and how to implement accommodations in clinical courses. The study demonstrates a need for continuing education regarding teaching methodologies that are effective and meaningful for students with attention deficit hyperactivity disorder, diagnosed anxiety, and specific learning disabilities. Further research is warranted to identify appropriate accommodations for students with disabilities in the clinical setting.

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“…A critical issue for educators to consider is whether the learning climate they foster in courses and training seminars is genuinely inclusive, welcoming, and supportive of diverse learners [129,130]. We know that when the climate of a classroom or training is overtly or subtly marginalizing toward learners, whether on the basis of race, gender, age, sexual orientation, disability, or any other factor, it exacts a high toll on learning, performance, motivation, and persistence [131][132][133][134][135]. Powerful messages about inclusion and exclusion can be conveyed to learners simply by the choice of authors and topics to include (or not include) on a course reading list [57].…”

Section: Climatementioning

confidence: 99%

Translating the learning sciences into practice: A primer for clinical and translational educators

Norman

Lotrecchiano

2021

J. Clin. Trans. Sci.

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The learning sciences have yielded a wealth of insights about the mechanisms and conditions that promote learning, yet the findings from this body of research often do not make their way into educational practice. This fundamentally translational problem is one we believe that educators from translational fields, with their evidence-based orientation and familiarity with the challenges and importance of translation, are well-positioned to address. Here, we provide a primer on the learning sciences to guide educators in the Clinical and Translational Science Institutes and other organizations that train translational researchers. We (a) describe the unique teaching and learning environment in which this training occurs, and why it necessitates attention to learning research and its appropriate application, (b) explain what the learning sciences are, (c) distill the complex science of learning into core principles, (d) situate recent developments in the field within these principles, and (e) explain, in practical terms, how these principles can inform our teaching.

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“Ask me what I need”: A call for shifting responsibility upwards and creating inclusive learning environments in clinical placement

Cited by 15 publications

References 11 publications

Clinical Nurse Educators' Experiences on Instructing Student Nurses With Disabilities (SWD's) in the Clinical Arena

Clinical Nurse Educators' Experiences on Instructing Student Nurses With Disabilities (SWD's) in the Clinical Arena

Faculty attitudes towards nursing students with disabilities in the clinical setting

Translating the learning sciences into practice: A primer for clinical and translational educators

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