Annotated Bibliography: Nursing students
and professionals with disabilities
1.�
Anderson, A.� (1981).� One step at a time.� Journal of
Nursing Education, 20(4), 22-27.
TYPE OF ARTICLE:� Commentary.�����������
PURPOSE:� To describe the experience of one nursing
faculty member with a last-semester student with a new onset
physical disability; specifically, how she attempted to
balance the behavioral objectives of the school of nursing
while meeting the student�s needs.�����������
FINDINGS:� Anderson describes her personal struggles
of deciding whether a person with a disability can be an
effective and safe nurse, through her experience of working
with a student with a new onset physical disability.� She
shares how the law and her prior experience with this student
influenced her decision.
Key
words: nursing student,
nursing faculty, physical disability, accommodations, law.
2.�
Aroskar, M. A.� (1993).� Incompetent, unethical, or illegal
practice�Teaching students to cope.� Journal of Professional
Nursing, 9(3), 130.
TYPE
OF ARTICLE:� Commentary.
PURPOSE:� To briefly outline the ethical standards
of the nursing profession and identify how they guide awareness
and reporting of incompetent, unethical, or illegal practice.
METHODS:� The American Nurses Association�s interpretive
statements (1976, 1985) on ethics were used as the basis for
discussion.
FINDINGS:� The author focuses on the ethical principles
of respect and non-maleficence� as being the central tenets
of good nursing practice.� Although this article is not disability
specific, the information does yield insight into what types
of behaviors the nursing profession views as incompetent,
unethical, and illegal.
Key words:� nursing profession, practice, ethics.
3.�
Beeker, B. A.� (1985).� Helping students succeed despite learning
disabilities.� Nursing & Health Care, 6(10), 558-61.
PURPOSE:�
To relate the University of Vermont�s experience in developing
a Learning Disability Program (1981-1983).
FINDINGS:� Beeker explains how the program helped 17
nursing students who were not previously diagnosed with a
learning disability (LD) prior to university entrance.� She
explained that faculty education about learning disabilities
were helpful in identifying and referring students with possible
learning disabilities during the advent of the LD program.�
As the program became increasingly known on campus, students
began to self-refer.
Examples
are provided about how students were provided diagnostic testing
and appropriate accommodations.� Success rates were compared
across accommodations. In addition, Beeker explains that because
of student requests and University support the Vermont State
Board of Nursing was successfully granted NCLEX accommodations
from the National Council of State Boards of Nursing (national
body governing NCLEX exams).
Key
words:� nursing students, learning disability, disability
program development, diagnostics, accommodations, and NCLEX
exams.
4.�
Brillhart, B. A., Jay, H., & Wyers, M. E.� (1990).� Attitudes
toward people with disabilities.� Rehabilitation Nursing,
15(2), 80-85.
TYPE
OF ARTICLE:� Research.
PURPOSE:� To compare attitudes held by nursing faculty,
beginning nursing students, graduating nursing students, registered
nurses, and people with disabilities.�����������
METHOD:� This study quantified and compared the attitudes
of the 92 beginning and 36 graduating nursing students, 62
registered nurse students, 31 nursing faculty, and 143 adults
with disabilities using a questionnaire.�����������
FINDINGS:� The researchers found that persons with disabilities
had the most positive attitudes toward people with disabilities.�
Beginning nursing students had the second most positive attitudes
toward people with disabilities, followed by registered nurses,
graduating students, and nursing faculty, respectively.
�����������
The researchers
conclude that it is through nursing education and faculty
attitudes that nursing students� attitudes towards disability
are negatively influenced.� As a result, they suggest that
faculty and schools of nursing concentrate efforts on incorporating
positive images of persons with disabilities and to work on
improving their own impressions/attitudes of people with disabilities.�
The researchers suggest this take place by to adding rehabilitation
nursing content to the curriculum.
Key
words:� nursing faculty, nursing students, disabilities,
attitudes,
faculty, research, curriculum.
5.�
Browning, H. K. E.� (1980).� Careers for diabetic girls in
nursing.� British Medical Journal, 281(6325), 307.
TYPE
OF ARTICLE:� Commentary.�����������
PURPOSE: To respond to the Journal�s prior publications
on disabilities and schools of nursing (May 17, 1980 and June
28, 1980) around the issue of admissions.�����������
FINDINGS:� The author was upset that schools of nursing
were feeling that they did not have a legal right to deny
students with disabilities admissions, even when the school
felt that the disability compromised the applicant�s ability
to function in the nursing role.� She wanted to remind schools
of nursing that they are to decide who will be granted
admission based on what skills are needed in order to be a
nurse.� Essentially, programs and graduates should not be
compromised in quality or integrity when admitting students.
Key
words: nursing schools,
disability, admissions.
6.�
Christensen, R. M.� (1998).� Nurse educators� attitudes toward
and decision-making related to applicants with physical disabilities.�
Journal of Nursing Education, 37(7), 311-314.
TYPE
OF ARTICLE:� Research.�����������
PURPOSE:� To determine the attitudes of those in decision-making
positions in nursing education toward people with physical
disabilities in general, the factors related to those attitudes,
and what decision-making processes nurse educators used when
faced with an applicant with a physical disability.�����������
METHOD:� This descriptive study used both open- and closed-ended
questions on a mail survey to compile data from 84 nursing
faculty.� Their response rate was 55%.�
FINDINGS:� The findings from this study show
that nursing educators in general have positive attitudes
towards persons with disabilities.� Moreover, the likelihood
of a positive attitude is increased when the nurse educator
has more frequent contact with persons with disabilities.
�����������
In
terms of admissions decision-making, most of the respondents
stated that they preferred to assess the applicants� disability
and the ability of the institution to provide reasonable accommodations
prior to granting admission.� However, this is in direct conflict
with the ADA.� The author, therefore, recommends that schools
concentrate their efforts on developing essential functions,
which would guide decisions about what it takes to be a nurse
in their program without focusing on a disability.� Such an
effort would eliminate admissions discrimination based on
a disability, but would still allow qualified candidates to
be admitted.
Key words:� nursing programs, nursing faculty,
disability, research, essential functions, attitudes, admissions.
7.� Davidson, S.� (1994).� The Americans
with Disabilities Act and essential functions in nursing programs.�
Nurse Educator, 19(2), 31-34.
PURPOSE:�
To investigate the percentage of BSN nursing programs that
have a list of essential functions that students must be capable
of performing while enrolled.�����������
METHOD:� The author conducted a mailed survey to 240 program
directors of National League for Nursing accredited BSN nursing
programs, representing 98% of all BSN nursing programs.� Questions
included:
1.
Demographic information
2.
Lists of essential functions
3.
Requirements during the admission phase related to
capabilities to complete the essential functions of the program
4.
Additional comments.
She
received a 68% return rate, and a usable sample of 64.� The
data was then analyzed as descriptive statistics and summarized
the narrative comments in her analysis.
FINDINGS:�
Davidson found that most schools of nursing did not have an
explicit list of essential functions (EF).� Those programs
that did have EFs did not include them as part of the admissions
process.� Regardless, once students were enrolled, they were
expected to be able to complete the EF skills, which were
often defined in terms of physical requirements.�
The author recommends
that EF be developed and given to students in the early stages
of the admissions process in order to allow students with
disabilities to have the opportunity to judge for themselves
if they are capable of the meeting the program�s expectations
prior to their enrollment.
Key
words: nursing programs, nursing students, disability,
essential functions, research,� admissions, disclosure.
8.�
Davidson, S.� (1999).� Supporting nursing�s essential values.�
Oregon Nurse, 64(4), 3.
TYPE
OF ARTICLE:� Commentary.�
PURPOSE:� To comment on what he believes are
the essential values of nursing: caring, competence, consistency,
and clout.�
FINDINGS:� Davidson briefly explains why each of the
above values are essential to nursing.� The importance of
this article is its articulation of these values, as this
is not common practice.
Key
words:� nursing, essential values, caring, competence,
consistency, clout.
9.� Eliason, M. (1992).� Nursing Students
with learning disabilities: Appropriate accommodations.� Journal
of Nursing Education, 31(8), 375-376.
TYPE
OF ARTICLE:� Review.�����������
PURPOSE:� To describe in depth the most prevalent learning
disabilities people may have and suggests some simple accommodations
to help these individuals succeed.
FINDINGS:�
Eliason begins his article with a brief review of the legislation
and law regulating admissions and accommodations for students
with disabilities.� Specific learning disabilities are briefly
outlined in terms of their frequency, predominant features,
and suggestions for accommodations and teaching strategies
are offered.� For example, the most common learning disability
is a type of dyslexia that involves difficulty reading and
comprehending written words.� The author suggests that such
a student may try using audio-taped books instead of written
material and/or to read small sections out-loud.� Clinical
examples of accommodations are also given.
This article
is not limited to nursing students with disabilities.� In
fact, the information provided is not discipline specific,
and would be useful to a general audience of educators.
Key
words: nursing students,
learning disabilities, identification, diagnosis, accommodations.
10.�
Gething, L.� (1992).� Nurse practitioners� and students� attitudes
toward people with disabilities.� The Australian Journal
of Advanced Nursing, 9(3), 25-30.
TYPE
OF ARTICLE:� Research.�����������
PURPOSE:� To compare attitudes towards people with
disabilities among four groups: nurse practitioners, nursing
students, education students, and the general public in Australia.�����������
METHODS:� Quantitative questionnaires were given or
mailed and completed by 183 nurse practitioners, 93 nursing
students, 105 education students, and 4167 persons in the
general public.� Groups were statistically compared for demographic
and attitudinal differences.�����������
FINDINGS:� The researchers found that both nursing
students and nurse practitioners had more positive attitudes
towards people with disabilities than the education students
and the general population.� In fact, nursing students that
were tested later in their program scored more positively
than beginning students.� The accumulation of this data suggests
that nursing education positively influences attitudes towards
people with disabilities.� These findings directly contrast
with prior research in the United States and Britain.� No
explanation for why this might have occurred was offered.
�����������
Key
words: nursing, students, practicing nurses, disability,
education, attitudes.
11.�
Gething, L., LaCour, J., & Wheeler, B.� (1994).� Attitudes
of nursing home administrators and nurses towards people with
disabilities.� Journal of Rehabilitation, 60(4), 66-70.
TYPE
OF ARTICLE:� Research.�����������
PURPOSE:� To compare attitudes of nurses and nursing
administrators employed at nursing homes towards people with
disabilities.�����������
METHODS:� A quantitative questionnaire was given to
and completed by 76 staff nurses and 75 nursing administrators
working within nursing home settings in California.����
FINDINGS:� The researchers found that administrators
had more positive attitudes towards people with disabilities
than staff nurses.� Because there were no other statistical
differences between the two groups, the researchers speculated
that what made staff nurses more negative was their having
more regular and direct contact with persons with disabilities,
which would allow them to see better the realities faced by
a person living with a disability.� This would result in a
more realistic perspective on disability, which would probably
cause a negative attitude.
Key words:
nursing practice, disability, attitudes.
12.�
Goodall, C. J. (1992).� Preserving dignity for disabled people.�
Nursing Standard, 6(35), 25-28.*** Waiting for article.
TYPE
OF ARTICLE:�����������
PURPOSE:�����������
FINDINGS:�����������
Key
words:
13.�
Helms, L. B., Anderson, M. A., & Hanson, K.� (1996).� �Doin�
Politics:� Linking policy and politics in nursing.� Nursing
Administration Quarterly, 20(3), 32-41.
TYPE
OF ARTICLE:� Review, legal.�����������
PURPOSE:� To introduce nurses to the concept of policy
environment and its impact on policy outcomes, and to apply
these concepts to the field of health in an effort to understand
the environment in which nursing policy is set.�����������
FINDINGS:� The authors compare and contrast the nursing
policy models of the past and future: simple model (past)
and the complex/crowded model (future).� The simple model
only looks at hospitals, doctors, and nurses as the political
influences into nursing and healthcare.� In contrast, the
complex model expands the influences to include the public,
government, and numerous other agencies, and states that each
has intersecting power with the others.� Understanding
this conceptual framework is essential to effective policy
development.� �Without understanding the dynamics of the policy
environment, efforts by nursing leaders to enhance their growing
political sophistication and to articulate nursing interests
with maximum effectiveness will be compromised� (p. 32).�
Thus, the policy information in this article will help individuals
interested in developing policies within nursing around issues
of disability.
Key words:�
disability, nursing profession, policy development.
14.�
Helms, L. B. & Weiler, K.� (1991).� Suing programs of
nursing education.� Nursing Outlook, 39(4), 158-161.
TYPE
OF ARTICLE:� Research.�����������
PURPOSE:� To identify the case law involving programs
of nursing education or nursing students and to describe the
significant variables that give rise to litigation in programs
educating nurses.� The importance of such study is to inform
nurse educators about patterns and potential risk of litigation.�����������
METHOD: The researchers reviewed of all state and federal
case law pertaining to nursing education and students, which
totaled 24 cases from 1961- September 1989.� Data was aggregated
to answer the following questions:
1.
Is there an increase in litigation over time?
2.
Who sues?
3.
Who prevails?
4.
What types of nursing programs are sued?
5.
What facets of the education program are at issue?��
6.� What legal questions are addressed by the courts?
FINDINGS:�
Helms and Weiler found that nursing programs were increasingly
being sued over the past three decades, a trend which parallels
that of higher education in general.� However, nursing programs
were not as frequent targets for suit when compared to higher
education in general.� When nursing programs were sued, though,
students were the predominant plaintiffs and were more likely
to win their case.� Moreover, baccalaureate nursing programs
were more likely to be defendants than diploma or associate
programs.� The authors offered speculation as to why these
litigation trends may be occurring. �����������
The authors
concluded that nursing programs should be concerned about
their litigation status.� They state that these case law findings
are too superficial to provide grounded reasons for why litigation
is increasing and how to prevent it.� As a result, they advise
programs to be attentive to their policies and procedures,
and advocate for more research into this arena.
Key
words: case law, research, nursing programs, nursing students,
litigation.
15.�
Helms, L. B. & Weiler, K.� (1993).� Disability discrimination
in nursing education: An evaluation of legislation and litigation.�
Journal of Professional Nursing, 9(6), 358-366.
TYPE
OF ARTICLE:� Review, legal.�����������
PURPOSE:� To review and evaluate the impact of laws
regarding disability and programs of nursing education.�����������
FINDINGS:� The authors review the Americans with Disabilities
Act of 1990, the Civil Rights Restoration Act of 1987, and
Section 504 of the Rehabilitation Act of 1973, as well as
individual cases (i.e. Davis) and their impacts on schools
of nursing.� The results reveal new concerns for schools of
nursing on how they outline students� qualifications for admission,
retention, and dismissal.� Most schools in the past have relied
on working with students on a case-by-case basis without any
formal policy or procedure.� In light of recent legislation
and litigation, this is no longer acceptable. �����������
The authors
recommend minimizing institutional liability by creating a
list of essential functions (non-ability focused) by which
all students must be able to do in order to be admitted, progress,
and graduate from the program.� In addition, admissions procedures
need to be more formalized to prevent discrimination.� For
example, schools should not ask if a student has a disability
during the application process.� Once a student is deemed
qualified for admission, the student should be admitted and
asked if any accommodations may be needed for successful completion
of the program.� At this time, the school and the student
must work together to find reasonable accommodations to insure
the students� success.� If the accommodations are not reasonable,
this may be the grounds for denial or dismissal.� Through
such a process, both the student and the institution are entering
the education contract fairly.
Key
words:� nursing program, nursing student, disability,
law, legislation, education, essential functions, admissions,
progression, graduation.
16.�
Hull, K.� (1980).� Should handicapped people be allowed to
attend nursing school?� Nursing Law & Ethics, 1(3),
1, 4, 8.
TYPE
OFARTICLE:� Review, legal.�����������
PURPOSE:� To review the Davis case findings and outline
the implications for schools of nursing.� [The Davis case
was where a severely hearing impaired student was denied admission
to a registered nursing program on the basis of her disability
after working as a practical nurse.]�����������
FINDINGS:� As Hull explains,� the middle-of-the-road
Supreme Court ruling in the Davis case only provided more
confusion for schools of nursing around students with disabilities.�
He explains that the Court was essentially saying that the
case-by-case evaluation of each student with a disability,
which had been the standard; was no longer sufficient because
discrimination was occurring.� The Court was calling for explicit
essential functions that were not ability-defined to be outlined
and used for all students during admissions, program progression,
and graduation.� In addition, case-by-case �reasonable� accommodations
were to continue.� However, the Court did not did not identify
a process for merging these two procedures.�
Hull concludes that the only way to minimize institutional
liability is to work towards meeting each of these objectives.
Key
words: nursing programs, disabilities, law, essential
functions.
17.�
Jones, K.� (1998).� Being an �RN.�� Home Healthcare Nurse,
16(9), 648. �����������
TYPE
OF ARTICLE:� Commentary.�����������
PURPOSE:� To comment on her personal experience of
being a nurse who acquired a hearing impairment.�����������
FINDINGS:� The author describes why she believes that
nurses with disabilities add insight to caring for persons
with disabilities because of their own lived-experiences.�
This is a very important skill in her eyes, as she believes
that nurses don�t have the basic of awareness of the experience
of a disability.�����������
Key
words: nursing profession, disability, value-add, lived-experience.
18.�
Lindgren, C. L. & Oermann, M. H.� (1993).� Effects of
an educational intervention on students� attitudes toward
the disabled.� Journal of Nursing Education, 32(3),
121-126.
TYPE
OF ARTICLE:� Research.�����������
PURPOSE:� To determine if the attitudes of nursing
students toward persons with disabilities would improve following
participation in a one-day educational conference on care
of the physically disabled and to identify variable influencing
these attitudes.�����������
METHODS:� Two-hundred and sixty-three students were
administered a pre-test (attitudinal scale) immediately prior
to a one day workshop on working with persons with disabilities.�
Students completed a similar post-test questionnaire one month
later.� �����������
FINDINGS:� The findings suggest that (1) nursing students
that had worked with persons with disabilities prior to the
workshop intervention scored higher on both pre- and post-tests,
implying a generally good attitude; and (2) scores for all
of the students were higher on the post-test one month later,
implying that attitudes improved and were maintained over
time.� Based on these results, Lindgren and Oermann suggest
that education on working with persons with disabilities improves
students� attitudes.� However, it is important to note that
no evaluation of student/patient with disabilities� interactions
was completed.�����������
Key
words: nursing students, disability, research, training,
curriculum, attitudes.
19.�
Magilvy, J. K. & Mitchell, A. C.� (1995).� Education of
nursing students with special needs.� Journal of Nursing
Education, 34(1), 31-36.
PURPOSE:�
To report the results of their multi-faceted study investigating
the extent to which BSN and ADN nursing programs admit and
graduate students with special needs.
METHODS:�
Each program was assessed on their admissions and graduation
rates of students with disabilities, in addition to the types
of granted accommodations.� Eighty-six programs completed
and returned the mailed survey, which consisted of open and
closed questions.�
FINDINGS:� Magilvy and Mitchell�s findings suggest
that programs do admit students with disabilities, but that
only half of these individuals on average successfully complete
the program.� Of these admitted students, the majority had
a learning disability, while others had mental impairments
and few had visual and mobility impairments.� Most of the
schools were accessible to students with learning and/or mobility
disabilities, and few were accessible to students with hearing
or vision impairments.� Services for persons with disabilities
primarily consisted of counseling.� The researchers conclude
that Universities are becoming increasingly aware of students
with disabilities.� However, the availability of appropriate
accommodations within the curriculum and practice are limited.�
Suggestions are offered on how to offer alternative appropriate
practices to students with disabilities.�����������
Key
words: admission, graduation, nursing students, disability,
accessibility, accommodation.
20.�
Maheady, D. C. & Winland-Brown, J.� (1995).� Inclusion
of students with disabilities in nursing education programs
in Florida.� Florida Nurse, 43(10), 11.��
TYPE OF ARTICLE:� Research.�����������
PURPOSE:� To evaluate if more students with disabilities
are applying and being admitted to Florida schools of nursing,
the types of disabilities these students had, the types of
accommodations that were being given, and if there were faculty
suggestions on how to facilitate the needs of nursing students
with disabilities.�����������
METHODS:� Thirty-two deans and directors of nursing
programs in Florida were surveyed.� The response rate was
59%.� No information was provided about what questions were
asked.�����������
FINDINGS:� The researchers found that there was a moderate
increase in the number of students with disabilities that
applied to each of the schools over recent years, and that
the types of disabilities students had were vast and varied.�
As a result, the accommodations and adaptations that were
provided to the admitted students with disabilities were also
varied.� The types of recommendations offered by faculty focused
on keeping creative and open-minded when working with nursing
students with disabilities.�����������
The overall
recommendation of the researchers was to call for more research
regarding nursing students with disabilities.�����������
Key
words: nursing students, nursing programs, disabilities,
research, admissions, accommodations, recommendations.
21.
�Maheady, D. C.� (1999).�
Jumping through hoops, walking on egg shells: The experiences
of nursing students with disabilities.� Journal of Nursing
Education, 38(4), 162-70.
TYPE
OF ARTICLE:� Research.
PURPOSE:
METHODS:
FINDINGS:
Key
words:���
22.�
Maher, A. B.� (1996).� A lesson in mobility.� Orthopaedic
Nursing, 15(4), 8.�����������
TYPE
OF ARTICLE:� Commentary.�����������
PURPOSE:� To describe author�s personal experience
with short-term mobility impairment.�����������
FINDINGS:� The author describes societal attitudes
towards her after she incurred an ankle fracture, which forced
her to use at times a wheelchair, walker, and crutches.� She
concludes that her experience further validates that patients
understand best their health and illness, and how it plays
out in their lives.�����������
Key
words:� physical disability, nursing practice, and patient
understanding.
23.�
Marks, B. A.� (2000).� Jumping through hoops and walking on
eggshells or discrimination, hazing, and abuse of students
with disabilities?� Journal of Nursing Education, 39(5),
205-210.�����������
PURPOSE:�
To provide a critical response to Maheady�s (1999) study exploring
the experience of nursing students with disabilities.
FINDINGS:� The core criticism that Marks addresses
is how Maheady�s use of the medical model of disability to
further perpetuate the image that disabilities are compromised
functions and that nurses with disabilities may threaten patient
safety because of this compromised function.� After outlining
the medical model, Marks suggests that the social model of
disability is more appropriate.� A
systematic critique of Maheady�s research is then offered
from the social model.� Marks concludes by stating that Maheady�s
findings further discriminate against persons with disabilities,
especially around issue of the quality of care provided by
nurses with disabilities.� Marks challenges nurses to abandon
the traditional medical model for the social model of disability,
because of the medical model�s oppressive and discriminatory
nature. [See Maheady�s bibliography for additional information]�����������
Key
words: medical model of disability, social model of disability,
nursing profession, nursing practice, research, curriculum,
attitudes.
24.�
Murphy, G. T. & Brennan, M.� (1998).� Nursing students
with disabilities.� The Canadian Nurse, 31-34.�����������
TYPE OF ARTICLE:� Commentary.�����������
PURPOSE:� To describe Dalhousie University�s attempt
to build guidelines and basic practice standards for schools
of nursing.�
FINDINGS:� Murphy and Brennan describe why the development
of guidelines and practice standards is to benefit all students,
including students with disabilities.� These standards can
help applicants identify what it takes to be admitted and
successfully complete the program, and if the program is for
them.� Sample student requirements include the cognitive ability
to �carry out health assessments, to engage in independent
thought, to think critically and to make clinical decisions.�
Students must also be able to acquire the appropriate technical
skills to provide safe and competent nursing care in a variety
of settings� (p. 32).� Murphy concludes with the recommendation
that the option of a restricted license be offered for students
with and without disabilities.� This would allow nurses with
disabilities who may not be able to work in one area well,
to work in one that may be more comfortable and appropriate
just like nurses without disabilities.� In addition, students
without disabilities may have a practice specialty already
in mind.�����������
Key
words: Practice standards, education, nursing students,
licensing, disability.
25.�
Northway, R.� (1997).� Disability and oppression: Some implications
for nurses and nursing.� Journal of Advanced Nursing, 26,
736-743.�����������
TYPE
OF ARTICLE:� Commentary.�����������
PURPOSE:� To respond to Goodall�s (1992) article, which
suggested that persons with disabilities have begun to view
professionals as oppressors.�
FINDINGS:� Northway describes how the medical model
of disability used by nurses both in academics and practice
to conceptualize disability may be the root of people with
disabilities� oppression.� In addition, she asserts that this
oppression is not limited to patients with disabilities, but
also includes nursing students, practice nurses, and faculty
with disabilities.� She proposes a process of re-conceptualizing
�disability� to a social model as a means of combating this
oppression.� The steps included in this process are: awareness,
practice reflection, and development of a partnership between
nurses and persons with disabilities.� Assumed is that changes
in the concept of disability by nurses will directly impact
how nurses interact with one another and their patients; thus,
impacting related outcomes.�����������
Key
words: Concept of disability, medical model, social model,
oppression, nursing students, nursing profession, nursing
practice, education, curriculum, and research.
26.�
Pohl, C. M. & Winland-Brown, J. E.� (1992).� The meaning
of disability in a caring environment.� Journal of Nursing
Administration, 22(6), 29-35.�����������
TYPE OF ARTICLE:� Research.�����������
PURPOSE:� To examine the perceptions of disabled
nurses about their disabilities and identify what nurse administrators
and others can do to create a caring environment that would
encourage disabled nurses to return to nursing practice.�����������
METHODS:� Six nurses with disabilities (half had acquired
their disability) were interviewed using open-ended, nondirective
questions about their experience as a person with a disability.�
Each of the interviews were taped, transcribed, and thematically
analyzed.� After analysis was completed, another nurse with
a disability validated the themes that had emerged.�����������
FINDINGS:� The two predominant themes were �self-image�
and support.� Many of the nurses who had acquired their disability
had, among other things, poor-self images due to the reduction
in work productivity, and resulting resentment and negative
perceptions from other staff.� The researchers suggest that
nurses with disabilities participate in workshops to prepare
them for reentry into the work world (as a new or continuing
nurse) in order to learn and practice assertiveness skills
to deal with potential employment situations where their independence
and personal strength could be questioned.� In addition, they
suggest that staff and administrators work at creating a supportive
environment for nurses with disabilities through, for example,
teamwork.�����������
Key
words: nursing practice, disability, research, support,
accommodations, attitudes.
27.�
Scullion, P.A.� (1999).� Conceptualizing disability in nursing:
Some evidence from students and their teachers.� Journal
of Advanced Nursing, 29(3), 648-657. �����������
PURPOSE:� To investigate into how �disability� is conceptualized
by nurses and examined how curriculum influences this.�
METHOD:� This investigation is framed by multiple concepts:
the experiences of persons with disabilities within healthcare;
how �disability� appears to be a medical role wherein it is
equated with an illness; and the influence of health professionals
as recipients, contributors, and influences on nursing curriculum.�
FINDINGS:� Scullion found that nurses, both in academic
and practice settings, view �disability� as a �deviation from
the norm.�� As such, an inherent dependency was created and
could be equated with care required for �ill� persons.� In
addition, this was consistent with their nursing curriculum.�
Scullion, thus, proposes re-conceptualizing disability be
in nursing practice and education to support the social dimensions
of disability.�����������
Key
words: Disability, deviation, dependence, equality, nursing
profession, nursing programs, education, attitudes.
28.�
Shellenbarger, T.� (1993).� Helping the dyslexic nursing student.�
Nurse Educator, 18(6), 10-13. �����������
TYPE
OF ARTICLE:� Review.�����������
PURPOSE:� (1) To describe different ways to identify
students with dyslexia both in clinic and the classroom; (2)
to identify what diagnostic processes are required for a �dyslexia�
diagnosis; and (3) to suggest some simple accommodation strategies
for students with dyslexia.�����������
FINDINGS:� Shellenbarger briefly describes that �dyslexia�
is a blanket diagnosis for having difficulty with language.�
Because the term is used so universally, there is no simple
or exact way to identify students with dyslexia.� What Shellenbarger
suggests is that faculty look for students that display academic
and clinical performance discrepancies; for example, a student
who clearly demonstrates knowledge both orally and in clinically,
but fails on a written exam of the same material.� Other examples
of dyslexic behavior include numerical errors (e.g. switching
12 for 21) and writing letters/numbers backwards.� When faculty
recognize these types of behavior in a student, the author
suggests that the student and faculty discuss the possibility
of a referral for academic testing.�����������
The author
describes academic testing for dyslexia briefly.� She recommends
referring the student to a learning disability expert examination.�
The battery of tests is both written and oral, and the results
display where certain neurological and/or processing gaps
occur.� From this information, the learning disability specialist
can make recommendations for specific accommodations to help
the individual student succeed.� Accommodations may include
audiotapes, calculator use, and different teaching strategies.�����������
Shellenbarger
concludes by saying that even though students with learning
disabilities may be an additional burden on faculty to teach
creatively and to spend a little more time with the student,
all students benefit from the presence of these individuals.�
There is greater student diversity with students with disabilities,
and sometimes the innovative teaching strategies help the
general student population.�����������
Key
words:� nursing students, nursing programs, education,
curriculum, learning disabilities, accommodations, diagnostics.
�����������
29.� Shuler, S. N.� (1990).� Nursing students
with learning disabilities: Guidelines for fostering success.�
Nursing Forum, 25(2), 15-18.�����������
TYPE
OF ARTICLE:� Review.
PURPOSE: To describe:
(1) why learning disabilities (LD) are coming to the attention
of schools of nursing;
(2) how the perception of learning disabilities has changed
in recent history;
(3) give characteristics by which the student with a learning
disability can be idenitified; and
(4) suggest how faculty members may intervene to help students
in school and on the NCLEX.
FINDINGS:� Schuler states that schools and universities
are heightening their awareness of students with disabilities
primarily because of their increasing number.� This rise in
students with LDs is due to: (1) more students being diagnosed
prior to admissions to college and they disclose this disability
and (2) education about LD has assisted faculty and students
in identifying students who had not previously had a LD acknowledged.�
As a result, more education and research about LDs have been
and continue to be conducted.�����������
The perception
of LD has changed over the last several decades from minimal
brain dysfunction and dyslexia to specific learning disabilities
and attention deficit disorder.� As such, persons with LDs
are being perceived as being of average to superior intelligence,
but with some neurological interference that present challenges
to development, integration, and/or demonstration of verbal
and nonverbal abilities.� Schuler suggests that this disconnect
between intelligence, and academic and clinical performance
can be illuminated by watching for �red flags,� which she
lists (e.g. disparity between classroom and clinical performance,
poor math skills, spelling problems, disorganization, and
difficulty concentrating).�����������
Schuler
states that the challenges faced by the student with an LD
may be met by combining remediation and accommodations.� These
strategies should be outlined under the guidance of a learning
disability specialist and Schuler emphasizes that strategies
must be customized to the individual.� With the documentation
of the LD and strategies, Schuler states that students should
be able to receive the same accommodations while taking the
NCLEX exam.�����������
Key
words: nursing programs, learning disabilities, secondary
education, identification, accommodations.
30.�
Strader, M.� (1983).� Schools of nursing and the handicapped
applicant: Status of the law.� Nursing & Health Care,
4(6), 322-326.�����������
TYPE
OF ARTICLE:� Review, legal.�����������
PURPOSE:� To review legislation both prior and subsequent
to the landmark Davis case and clarify admission criteria
for schools of nursing.�����������
FINDINGS:� Strader divides her article into sections:
legally defining �disability;� where accommodations for disability
apply in education; affirmative action and the Davis case;
conditions for schools of nursing must provide accommodations;
and proposes a judicious admissions process.� Disability is
defined using the Vocational Rehabilitation Act.� She, then,
distinguishes programmatic and institutional applicability
of �handicap� status.� For example, only programs (i.e. schools
of nursing) receiving federal funds are culpable for providing
services to students with disabilities.� Institutions, such
as universities, become indirectly responsible (and liable)
when students at the university are enrolled in a school of
nursing and require federal financial aid to attend.� This
is an important distinction for some smaller, private schools.�����������
Strader
describes the Davis case in detailed terms around affirmative
action.� Schools, under Section 504 must accommodate qualified
students to pursue their professional education.� In the Davis
case (Davis v. Southeastern Community College), an applicant
with bilateral hearing loss was denied admission to a registered
nursing program on the basis of her disability.� This particular
applicant had been working as a practical nurse in the past,
using hearing aids and lip reading as effective practice accommodations.�
When the case was brought to the Supreme Court, she lost on
the basis that her accommodations were that of a �personal
nature.�� However, the Court did say that if she were able
to prove that she would be successfully employed after graduation,
the school would be forced to admit the student.� The
later statement by the Court created much confusion among
schools of nursing about the conditions in which they were
required to provide accommodations.� Strader explains that
schools are responsible for accommodations under four conditions:
(1) program receives federal aid,
(2) the candidate has a reasonable chance for employment,
(3) auxiliary aids make a difference between failure and completion
of the program, and
(4) the cost of the accommodations are not an undue burden.
Finally,
Strader concludes by offering a three step admissions process
that could help schools better comply with the law.� First,
she instructs schools not to ask applicants about the existence
of a handicap; instead, look at all applications equally.�
Second, she suggests that schools use explicit academic and
technical standards to evaluate an applicant�s qualifications.�
Third, when a student is deemed qualified, Strader suggests
that students be invited to disclose their disability.� The
admissions committee and school should then take into account
the disability and determine with the student what modifications
would be required for successful program completion.� It is
in this last step that schools may legally determine if a
student with a disability is no longer qualified on the basis
that their disability conflicts with their ability to meet
the programmatic essential functions despite the provision
of reasonable accommodations.
Key
words: nursing students,
nursing programs, disability, law, admissions, accommodations.
31.�
Swenson, I., Foster, B. H., & Champagne, M.� (1991).�
Responses of schools of nursing to physically, mentally, and
substance-impaired students.� Journal of Nursing Education,
30(7), 320-325.�����������
TYPE
OF ARTICLE:� Research.�����������
PURPOSE:� To describe the responses of schools of nursing
to physically, mentally, and substance-impaired applicants
and matriculating students.�����������
METHODS:� A self-administered questionnaire concerning
experiences, policies, procedures, and factors influencing
decision-making was sent to 132 deans and directors of nursing
schools and programs (constituting a 12% random sample of
National League for Nursing accredited national BSN and associate
schools).� In addition, criteria for defining impairments,
resources for developing criteria, methods of identifying
impairments, actions taken, and individuals involved in the
decision were also assessed.�����������
FINDINGS:� While the researchers detailed how schools
of nursing respond to people with specific disabilities, there
were some important themes that bridged across them.� The
majority of programs did have some external resources (i.e.
University or college) guiding the admissions decision-making,
but the primary responsibility was left with the schools of
nursing and their faculty.� In addition, students� abilities
and� identification of disabilities were implied in the nursing
curricula and no formal policies abounded.� Because of the
informality of this process, students with the same disability
were not always treated the same.�
For example,
the admission of students with disabilities varied by the
type of disability the student had, when it was disclosed,
and what types of accommodations were requested.� Students
that required less accommodations and adaptations were more
likely to be admitted, progress, and graduate.� However, the
authors suggest that because schools were more likely to conditionally
accept and return �impaired� individuals than to deny admission
or to expel, individuals with disabilities were being given
an opportunity to enter the nursing profession.Another important
finding was that the most common requirement for continuation
in programs was seeking treatment, regardless of the type
of disability.�
Although
this is not addressed by the authors, the implication of this
requirement is that a disability is a compromised condition
that requires rehabilitation, and perhaps, could be cured.The
authors conclude that schools of nursing need to continue
to work with students with disabilities and that faculty may
need additional support to do so.� Moreover, the authors encourage
early identification of students with disabilities in order
to make the appropriate accommodations and adaptations to
insure student and programmatic success.
Key
words: nursing students, nursing programs, disability,
research, admissions, accommodations.
32.�
Thompson, J. S.� (1995).� Disability, fundamentals of nursing
care: Able to care.� Nursing Times, 91(44), 40-41.
�����������
TYPE
OF ARTICLE:� Commentary.�����������
PURPOSE:� To consider the question: �Can people with
disabilities be nurses?�
FINDINGS:� Nurses were defined in terms of nursing
excellence and the characteristics of �good nurses� as a means
to discover if there is anything required of a �good nurse�
that is universally beyond the capabilities of any person
with a disabilitiy.Core
nursing competencies included having a strong knowledge base;
the ability to communicate effectively as a team member; and
the capability of assessing, planning, implementing, and evaluating
nursing care, both from a research-based perspective and with
consideration of the legal and ethical implications of her
or his actions.� In addition, the nurse should act as client
advocate and focus on caring.�
The practical
implication of these competencies is that a nurse must be
able to observe, collect data, have strong decision-making,
be organized, and possess good triaging skills.Having
outlined the core competencies, characteristics, and skills
required of nurses as documented in the nursing literature,
the author concluded that having a disability does not inherently
violate the tenets of nursing.� However, the nursing literature
continues to raise this question.� The author blames this
foundationless debate on attitudes and perceptions of nurse
on disability (typically in a medical model mind-set)�from
education to the profession.�����������
Key
words: nursing profession, disability, competencies, clinical
performance.
33.�
Trevelyan, J.� (1995).� Rough justice.� Nursing Times,
91(49), 47-49. �����������
TYPE
OF ARTICLE:� Research.�����������
PURPOSE:� To gather information about how nurses view
disabilities and how a disability might affect nursing practice.�����������
METHOD:� A descriptive survey asking� both opened and
closed-ended questions about persons with disabilities within
nursing was mailed to one hundred and seven nurses (with and
without disabilities).� No demographic information was provided.�����������
FINDINGS:� The overwhelming message found in this survey
was that nurses with and without disabilities believe that
nurses with disabilities can and are productive members of
the healthcare team.� Despite this belief, many of the respondents
stated that having and disclosing a disability does or would
threaten their employability.� As a result, most nurses with
disabilities do not disclose to their employers and/or colleagues.�����������
Key
words: nursing profession, nursing practice, disabilities,
nursing attitudes, nursing practice, research.
34.�
Watson, P. G.� (1995).� Nursing students with disabilities:
A survey of baccalaureate nursing programs.� Journal of
Professional Nursing, 11(3), 147-153.�����������
TYPE
OF ARTICLE:� Research.�����������
PURPOSE:� To investigate nursing programs� responses
and reactions to applicants and students with disabilities.�
The response rate was 59%.�����������
METHOD:� Two-hundred forty-seven nursing programs were
mailed a survey to solicit information on the methods they
used to determine the existence of disabilities, special services
and accommodations provided to disabled nursing students,
and student satisfaction with the special services provided.�����������
FINDINGS:� Fifty-three percent of the responding programs
reported using a variety of strategies in attempting to determine
the disabilities or special needs of applicants; for example,
making an explicit request of voluntary disclosure on the
admission forms and direct contact with applicants.� Using
similar strategies, almost all programs reported efforts to
determine existing disabilities of admitted students.� Moreover,
the study revealed that the nursing programs provided an extensive
array of special services for their disabled students, and
student satisfaction with these services were high.�����������
The underlying
theme that transcended across all programs was the need for
schools to establish core performance expectations and technical
standards in baccalaureate nursing education.� Not only would
this take some of the labor off the institution in determining
who has a disability and how to make accommodations, it would
also allow students with disabilities to critically evaluate
their ability to meet these standards with reasonable accommodations.�����������
Key
words:� nursing students, nursing programs, disability,
research, accommodations, admissions, technical standards,
essential functions.
35.�
Weatherby, F. & Moran, M.� (1989).� Admission criteria
for handicapped students: Focus on the ability to provide
safe, effective nursing care rather than on individual deficits.�
Nursing Outlook, 37(4), 179-181.�����������
TYPE
OF ARTICLE:� Review.
PURPOSE:� To review current legislation on admission
and program completion criteria for students with physical
disabilities seeking nursing education.�
FINDINGS:� The authors use the example of the University
of Oklahoma�s College of Nursing as an example of how schools
develop admission guidelines based on physical attributes
required for safe patient care.� Included in this discussion
is a debate on what physical attributes are required
for safe care.� These comments are substantiated by court
cases and stories of nursing students who completed their
education and moved successfully into practice.� The article
concludes with recommendations for admission and progression
protocols for Schools of Nursing.�����������
Key
words: ADA, legislation, admission guidelines, progression
protocols, nursing students, nursing programs, physical disabilities.
36.�
Weiler, K. & Helms, L. B.� (1993).� Responsibilities of
nursing education: The lessons of Russell v Salve Regina.�
Journal of Professional Nursing, 9(3), 131-138.�����������
TYPE
OF ARTICLE:� Review, legal.�����������
PURPOSE:� To explore the questions raised by Russell
(senior nursing student dismissed from program due to obesity
and inability to lose weight):
(1) What constitutes substantial compliance with both academic
and non-academic performance criteria in a contract between
a student and an educational institution?�
(2)� What duties to preserve the privacy interests of students
may be imposed on programs and educators?�����������
FINDINGS:� After a lengthy discussion of student and
institutional contract responsibilities from the eyes of the
law, the authors conclude that institutions have the responsibility
to educate their clients (students) if they meet the essential
academic and non-academic criteria (non-ability defined) required
of all other students.� Moreover, institutions and individual
faculty members must treat their students with consideration,
respect, and concern for the protection of the students� rights
of privacy.� Therefore, the authors state that schools of
nursing, like other educational institutions, must be aware
that they should first outline what is required of all students
in order to complete the program of study and, second, work
with students with disabilities on an individual basis to
insure their privacy in relation to meeting these goals.�
This is the first case to show that institutions are not immune
from contractual challenges and must demonstrate respect and
consideration for the student�s personal concerns.�����������
Key words:�
nursing, disability, law, education, privacy, contract, essential
functions.
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