Nursing Students with Disabilities in the Clinical Setting: Nursing Education Leaders' Perceptions of Accommodations

2.50
Hdl Handle:
http://hdl.handle.net/10755/602932
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Nursing Students with Disabilities in the Clinical Setting: Nursing Education Leaders' Perceptions of Accommodations
Other Titles:
Changing Perceptions in Nursing Education [Session]
Author(s):
Symes, Julie M.
Lead Author STTI Affiliation:
Zeta Zeta
Author Details:
Julie M. Symes, RN, IBCLC, julie.symes@usd.edu
Abstract:
Session presented on Saturday, November 7, 2015: Background & Purpose: Nursing programs have reported an increase in the number of nursing students with disabilities.  Nurse educators must be aware of federal legislation requirements of the ADA of 1990 with the ADAAA of 2008 enacted to increase access to higher education for students with disabilities.   Providing reasonable accommodations for nursing students with disabilities in clinical practice is a dilemma for many nurse educators.  Research Questions: What are the reasonable accommodations typically made to support nursing students with disabilities in clinical settings in nursing programs?  How effective are reasonable accommodations made by nursing programs for nursing students with disabilities in clinical settings as perceived by nursing education leaders? What are barriers to providing reasonable accommodations for nursing students with disabilities in clinical practice settings in nursing programs?  Study Design:   Descriptive survey Sample: 1251 potential nursing program leader respondents drawn from all pre-licensure baccalaureate and associate programs accredited through the ACEN & CCNE in the U.S. 264 nursing program leaders’ responded, 157 Associate, 77 Baccalaureate. Methods:  Disabilities related literature was reviewed including: Faculty Perspectives of Students with Disabilities, Students with Disabilities Experiences & Accommodations, Nursing Education Studies of Nursing Faculty and  Student with Disabilities and clinical accommodations, General Accommodation Perspectives, Disability Legislation. A web-based survey instrument was designed by researcher from the literature. Survey Part B:  Demographic information:  type of program: student enrollment, numbers of program clinical and simulation hours, & numbers of students with disability types—Physical, Learning, Mental Health, Chronic Illness, Other and more than 1 type. Survey Part A: Clinical Accommodations Types, Effectiveness, and Barriers. Approval obtained from University of South Dakota IRB. An access link was emailed to 1251 potential nursing program leader respondents. Descriptive analysis completed with SPSS 20.  Frequency, mean and standard deviation were calculated. Results: The annual numbers of nursing students with disabilities in both types of programs is relatively low, 1-10 students.   The most common disability reported was physical disability (BSN n = 68, (59%); ASN n = 98 (62%)).  The most frequently used clinical accommodation strategies were:  referrals for counseling, mentorship services, or disabilities services coordinator, supported students in disclosing issues affecting their clinical learning, encouragement of clinical instructors/preceptors to schedule regular, honest and constructive feedback sessions. Findings showed that if an accommodation was frequently used the participants perceived it as effective.  Nursing education leaders’ do not perceive any major barriers to providing accommodations.  The strongest barrier to providing accommodations was Concerns for patient safety (M = 3.15, SD = 1.28).   All listed barriers’ means fell between 2.38 (SD = 1.28) and 3.15 (SD = 1.15). Recommendations: The following recommendations for practice are made based upon the findings of this study: Nursing education leaders must continue to find innovative ways to make nursing programs more inclusive for students with disabilities. There is no one best clinical accommodation for a type of disability; accommodations must be specific, unique, and tailored for an individual student with a disability. Nursing students with disabilities must be assessed and advised as early as possible in the nursing program with a team approach to provide the most effective accommodations. Nursing education leaders need to provide guidance to disability services for the most effective accommodations. Nursing education leaders must focus on the values and abilities of nursing students with disabilities and what they can bring to the nursing profession. KEYWORDS: disabilities, reasonable accommodation, undergraduate nursing students, clinical References Aaberg, V. A. (2012). A path to greater inclusivity through understanding implicit attitudes toward disability. Journal of Nursing Education, 51(9), 505-510. Americans With Disabilities Amendments Act of 2008, Pub. L. 110-325, Stat. 3406 (2008). American Nurses Association. (2013). What is Nursing? from http://nursingworld.org/EspeciallyForYou/What-is-Nursing Ashcroft, T. J., & Lutfiyya, Z. M. (2013). Nursing educators' perspectives of students with disabilities: A grounded theory study. Nurse Education Today, 33 , (11), 1316-1321. doi: http://dx.doi.org/10.1016/j.nedt.2013.02.018. Berry, J., & Katsiyannis, A. (2012). Service animals for students with disabilities under IDEA and Section 504 of the Rehabilitation Act of 1973. Intervention in School and Clinic, 47 (May), 312-315. doi: 10.1177/1053451211430122 Betz, C. L., Smith, K. A., & Bui, K. (2012). A survey of California nursing programs: Admission and accommodation policies for students with disabilities. Journal of Nursing Education, 51 (12), 676-676. Bohlander, G., & Snell, S. (2007). Managing Human Resources (15 th ed.). Cincinnati, Ohio: South-Western College Publishing. Brown, K., James, C., & Mackenzie, L. (2006). The practice placement education experience: An Australian pilot study exploring the perspectives of health professional students with a disability. British Journal of Occupational Therapy, 69 (1), 31-37. Cook, L., Rumrill, P. D., & Tankersley, M. (2009). Priorities and understanding of faculty members regarding college students with disabilities. International Journal of Teaching and Learning in Higher Education, 21 (1), 84-96. Dupler, A. E., Allen, C., Maheady, D. C., Fleming, S. E., & Allen, M. (2012). Leveling the playing field for nursing students with disabilities: Implications of the amendments to the Americans with disabilities act. Journal of Nursing Education, 51 (3), 140-144. Erickson, W., Lee, C., Von Schrader, S. (2013). Disability Statistics from the 2011 American Community Survey (ACS). Ithaca, NY: Cornell University Employment and Disability Institute (EDI). Retrieved Jun 14, 2013 from www.disabilitystatistics.org Maheady, D. C., & Fleming, S. E. (2012). Missing a limb, but not a heart. Reflections on Nursing Leadership, 38 (1), 1-3. Neal-Boylan, L. (2012).  Nurses with Disabilities: Professional Issues and Job Retention. New York, NY: Springer Publishing Company retrieved from http://site.ebrary.com/lib/usouthdakota/Doc?id=10657466&ppg=14 Quinlan, M. M., Bates, B. R., & Angell, M. E. (2012). What can I do to help?: Postsecondary students with learning disabilities' perceptions of instructors' classroom accommodations. Journal of Research in Special Educational Needs, 12 (4), 224-233. doi: 10.1111/j.1471-3802.2011.01225.x Persuad, D. & Leedom, C. (2002). The Americans with Disabilities Act: Effect on student admission and retention practices in California nursing schools. Journal of Nursing Education, 41(8), 349-352. Sanderson-Mann, J., & McCandless, F. (2006). Understanding dyslexia and nurse education in the clinical setting. Nurse Education in Practice , 6 , 127-133. doi: 10.1016/j.nepr.2005.10.004 Seccombe, J.A. (2007a). Attitudes towards disability in an undergraduate nursing curriculum: A literature review. Nurse Education Today, 27 , 459-465. doi: 10.1016/j.nedt.2006.08.005 Sowers, J., & Smith, M. R. (2004). Nursing faculty members' perceptions, knowledge, and concerns about students with disabilities. Journal of Nursing Education, 43 (5), 213-218. Tee, S. R., Owens, K., Plowright, S., Ramnath, P., Rourke, S., James, C., & Bayliss, J. (2010). Being reasonable: Supporting disabled nursing students in practice. Nursing Education in Practice , 10, 216-221 Retrieved from http://www.elsevier.com/nepr Zhang, D., Landmark, L., Reber, A., Hsu, H., Kwok, O., & Benz, M. (2010). University faculty knowledge, beliefs, and practices in providing reasonable accommodations to students with disabilities. Remedial and Special Education, 31 (4), 276-286.
Keywords:
disabilities; undergraduate nursing students; reasonable accommodation
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15A24
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleNursing Students with Disabilities in the Clinical Setting: Nursing Education Leaders' Perceptions of Accommodationsen
dc.title.alternativeChanging Perceptions in Nursing Education [Session]en
dc.contributor.authorSymes, Julie M.en
dc.contributor.departmentZeta Zetaen
dc.author.detailsJulie M. Symes, RN, IBCLC, julie.symes@usd.eduen
dc.identifier.urihttp://hdl.handle.net/10755/602932en
dc.description.abstractSession presented on Saturday, November 7, 2015: Background & Purpose: Nursing programs have reported an increase in the number of nursing students with disabilities.  Nurse educators must be aware of federal legislation requirements of the ADA of 1990 with the ADAAA of 2008 enacted to increase access to higher education for students with disabilities.   Providing reasonable accommodations for nursing students with disabilities in clinical practice is a dilemma for many nurse educators.  Research Questions: What are the reasonable accommodations typically made to support nursing students with disabilities in clinical settings in nursing programs?  How effective are reasonable accommodations made by nursing programs for nursing students with disabilities in clinical settings as perceived by nursing education leaders? What are barriers to providing reasonable accommodations for nursing students with disabilities in clinical practice settings in nursing programs?  Study Design:   Descriptive survey Sample: 1251 potential nursing program leader respondents drawn from all pre-licensure baccalaureate and associate programs accredited through the ACEN & CCNE in the U.S. 264 nursing program leaders’ responded, 157 Associate, 77 Baccalaureate. Methods:  Disabilities related literature was reviewed including: Faculty Perspectives of Students with Disabilities, Students with Disabilities Experiences & Accommodations, Nursing Education Studies of Nursing Faculty and  Student with Disabilities and clinical accommodations, General Accommodation Perspectives, Disability Legislation. A web-based survey instrument was designed by researcher from the literature. Survey Part B:  Demographic information:  type of program: student enrollment, numbers of program clinical and simulation hours, & numbers of students with disability types—Physical, Learning, Mental Health, Chronic Illness, Other and more than 1 type. Survey Part A: Clinical Accommodations Types, Effectiveness, and Barriers. Approval obtained from University of South Dakota IRB. An access link was emailed to 1251 potential nursing program leader respondents. Descriptive analysis completed with SPSS 20.  Frequency, mean and standard deviation were calculated. Results: The annual numbers of nursing students with disabilities in both types of programs is relatively low, 1-10 students.   The most common disability reported was physical disability (BSN n = 68, (59%); ASN n = 98 (62%)).  The most frequently used clinical accommodation strategies were:  referrals for counseling, mentorship services, or disabilities services coordinator, supported students in disclosing issues affecting their clinical learning, encouragement of clinical instructors/preceptors to schedule regular, honest and constructive feedback sessions. Findings showed that if an accommodation was frequently used the participants perceived it as effective.  Nursing education leaders’ do not perceive any major barriers to providing accommodations.  The strongest barrier to providing accommodations was Concerns for patient safety (M = 3.15, SD = 1.28).   All listed barriers’ means fell between 2.38 (SD = 1.28) and 3.15 (SD = 1.15). Recommendations: The following recommendations for practice are made based upon the findings of this study: Nursing education leaders must continue to find innovative ways to make nursing programs more inclusive for students with disabilities. There is no one best clinical accommodation for a type of disability; accommodations must be specific, unique, and tailored for an individual student with a disability. Nursing students with disabilities must be assessed and advised as early as possible in the nursing program with a team approach to provide the most effective accommodations. Nursing education leaders need to provide guidance to disability services for the most effective accommodations. Nursing education leaders must focus on the values and abilities of nursing students with disabilities and what they can bring to the nursing profession. KEYWORDS: disabilities, reasonable accommodation, undergraduate nursing students, clinical References Aaberg, V. A. (2012). A path to greater inclusivity through understanding implicit attitudes toward disability. Journal of Nursing Education, 51(9), 505-510. Americans With Disabilities Amendments Act of 2008, Pub. L. 110-325, Stat. 3406 (2008). American Nurses Association. (2013). What is Nursing? from http://nursingworld.org/EspeciallyForYou/What-is-Nursing Ashcroft, T. J., & Lutfiyya, Z. M. (2013). Nursing educators' perspectives of students with disabilities: A grounded theory study. Nurse Education Today, 33 , (11), 1316-1321. doi: http://dx.doi.org/10.1016/j.nedt.2013.02.018. Berry, J., & Katsiyannis, A. (2012). Service animals for students with disabilities under IDEA and Section 504 of the Rehabilitation Act of 1973. Intervention in School and Clinic, 47 (May), 312-315. doi: 10.1177/1053451211430122 Betz, C. L., Smith, K. A., & Bui, K. (2012). A survey of California nursing programs: Admission and accommodation policies for students with disabilities. Journal of Nursing Education, 51 (12), 676-676. Bohlander, G., & Snell, S. (2007). Managing Human Resources (15 th ed.). Cincinnati, Ohio: South-Western College Publishing. Brown, K., James, C., & Mackenzie, L. (2006). The practice placement education experience: An Australian pilot study exploring the perspectives of health professional students with a disability. British Journal of Occupational Therapy, 69 (1), 31-37. Cook, L., Rumrill, P. D., & Tankersley, M. (2009). Priorities and understanding of faculty members regarding college students with disabilities. International Journal of Teaching and Learning in Higher Education, 21 (1), 84-96. Dupler, A. E., Allen, C., Maheady, D. C., Fleming, S. E., & Allen, M. (2012). Leveling the playing field for nursing students with disabilities: Implications of the amendments to the Americans with disabilities act. Journal of Nursing Education, 51 (3), 140-144. Erickson, W., Lee, C., Von Schrader, S. (2013). Disability Statistics from the 2011 American Community Survey (ACS). Ithaca, NY: Cornell University Employment and Disability Institute (EDI). Retrieved Jun 14, 2013 from www.disabilitystatistics.org Maheady, D. C., & Fleming, S. E. (2012). Missing a limb, but not a heart. Reflections on Nursing Leadership, 38 (1), 1-3. Neal-Boylan, L. (2012).  Nurses with Disabilities: Professional Issues and Job Retention. New York, NY: Springer Publishing Company retrieved from http://site.ebrary.com/lib/usouthdakota/Doc?id=10657466&ppg=14 Quinlan, M. M., Bates, B. R., & Angell, M. E. (2012). What can I do to help?: Postsecondary students with learning disabilities' perceptions of instructors' classroom accommodations. Journal of Research in Special Educational Needs, 12 (4), 224-233. doi: 10.1111/j.1471-3802.2011.01225.x Persuad, D. & Leedom, C. (2002). The Americans with Disabilities Act: Effect on student admission and retention practices in California nursing schools. Journal of Nursing Education, 41(8), 349-352. Sanderson-Mann, J., & McCandless, F. (2006). Understanding dyslexia and nurse education in the clinical setting. Nurse Education in Practice , 6 , 127-133. doi: 10.1016/j.nepr.2005.10.004 Seccombe, J.A. (2007a). Attitudes towards disability in an undergraduate nursing curriculum: A literature review. Nurse Education Today, 27 , 459-465. doi: 10.1016/j.nedt.2006.08.005 Sowers, J., & Smith, M. R. (2004). Nursing faculty members' perceptions, knowledge, and concerns about students with disabilities. Journal of Nursing Education, 43 (5), 213-218. Tee, S. R., Owens, K., Plowright, S., Ramnath, P., Rourke, S., James, C., & Bayliss, J. (2010). Being reasonable: Supporting disabled nursing students in practice. Nursing Education in Practice , 10, 216-221 Retrieved from http://www.elsevier.com/nepr Zhang, D., Landmark, L., Reber, A., Hsu, H., Kwok, O., & Benz, M. (2010). University faculty knowledge, beliefs, and practices in providing reasonable accommodations to students with disabilities. Remedial and Special Education, 31 (4), 276-286.en
dc.subjectdisabilitiesen
dc.subjectundergraduate nursing studentsen
dc.subjectreasonable accommodationen
dc.date.available2016-03-21T16:39:45Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:39:45Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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