Disabilities of Nursing Students In Nursing Education Nursing Students with Learning Disabilities in Nursing Education
Learning disabilities are among the most common types of disabilities encountered on college campuses (National Center for Education Statistics, 2011). Approximately 2% of undergraduate students have some form of learning disability (Vickers, 2010). Learning disabilities are incurable neurological conditions that interfere with a person’s ability to learn in a variety of ways (LD Online, 2015b).
One of the most prevalent types of learning disabilities is dyslexia, which affects reading abilities. Many students begin college with undiagnosed learning disabilities, which are often discovered by nursing faculty when they observe stark differences between a student’s performance in the classroom versus clinical settings.
For instance, a student might demonstrate adequate knowledge and competence during clinical practice but struggle to convey the same knowledge when tested in the classroom. This discrepancy can lead to frustration, stress, and, in some cases, academic failure. Nursing faculty must understand the characteristics of learning disabilities to refer students to university offices that assist students with disabilities, providing the support they need to succeed.
Characteristics of Learning Disabilities in Nursing Students
Learning disabilities can manifest through a variety of characteristics, each requiring different accommodations and treatments. Students with learning disabilities might struggle to follow verbal instructions, organize their thoughts in writing, or express ideas orally. They may also have auditory processing deficits that affect their ability to recall information (Kamhi, 2011). Time management issues are also common among students with learning disabilities (Child & Langford, 2011).
These disabilities are highly individualized, meaning each student may exhibit a unique combination of symptoms. Some students without diagnosed learning disabilities may experience similar challenges. In a study conducted by Wray et al. (2012), 28.5% of 242 British pre-registration nursing students achieved a score on the Adult Dyslexia Checklist that indicated the possibility of a learning disability. However, further evaluation revealed that six of these students did not actually have a learning disability.
For students with an accurate diagnosis, adjusting study habits and receiving the appropriate support can lead to academic success. Ridley (2011) interviewed British students diagnosed with dyslexia, who noted that after diagnosis, they were better able to cope with the challenges of their condition. These students emphasized the importance of accuracy and attention to detail in the clinical environment, taking extra care to avoid errors.
However, students expressed anxiety about disclosing their dyslexia, highlighting that obtaining necessary support was sometimes difficult. Support was critical to helping them meet academic standards successfully.
Another study by Sanderson-Mann et al. (2012) compared the clinical experiences of students with dyslexia to those without. The findings indicated that students with dyslexia had more difficulty reading and writing patient charts, following care plans, and adhering to instructions. However, tasks such as drug calculations, shift changes, and time management were challenging for all students, regardless of dyslexia.
Evans (2014a) explored how Irish nursing students with dyslexia viewed their condition. The students reported varying emotions, ranging from embracing their dyslexia to experiencing conflicting feelings. Some had been viewed as “stupid” by others, and although they wanted to avoid using dyslexia as an excuse, they acknowledged the need to uphold high standards of performance.
In a subsequent study, Evans (2014b) interviewed 19 nursing educators from two Irish schools, using vignettes to explore their perceptions of students with learning disabilities. The results indicated that faculty often viewed students who required support as less capable. Some educators felt that offering accommodations was akin to “babysitting” the students. Evans concluded that such attitudes underscore the need for faculty development to better understand the legal obligations and ethical responsibilities toward students with learning disabilities.
Accommodating Learning Disabilities in Nursing Education
When a faculty member suspects that a student may have an undiagnosed learning disability, the first step is to refer the student to the campus office that assists students with special needs. Once the student receives a diagnosis, a plan for appropriate accommodations can be developed.
Counseling may help students build self-confidence and improve their academic performance. If a student discloses their disability, faculty can be made aware of necessary accommodations, but this information must remain confidential unless the student provides consent for it to be shared.
Depending on the nature of the disability, various accommodations can be provided. Some students may need to take exams in a quieter setting or have extended time for completing assignments. Color overlays for reading, or written contracts to outline deadlines, can also support students in their academic endeavors (Job Accommodation Network, 2013). McPheat (2014) outlined additional strategies, such as using large font sizes (12- or 14-point Arial) and providing audio recordings of lectures, which can be especially helpful for students with reading difficulties.
Simulation-based learning can also be an effective tool for helping students with learning disabilities build confidence and clinical competence (Azzopardi et al., 2014). Allowing students to engage with clinical scenarios through simulation helps bridge the gap between theory and practice in a controlled environment, where mistakes can be used as learning opportunities.
Another useful accommodation, particularly endorsed by the ADA, is providing an in-class note-taker. This allows students to focus on classroom discussions without being distracted by trying to take detailed notes. Additionally, for students who read slowly, providing audio versions of textbooks or early access to reading assignments can significantly reduce barriers to success.
In a study by Tee et al. (2010), findings suggested that reading aloud to students and simplifying complex medical terminology helped students with dyslexia improve their comprehension. Faculty members can further assist students by avoiding complex grammatical structures or double negatives in test questions, as these can be particularly difficult for students with learning disabilities. Offering extended test time and a quiet testing environment may also be necessary.
Moreover, students may benefit from a test proctor who reads the test aloud or writes down the student’s dictated responses. This approach can alleviate anxiety and improve performance by ensuring that the student fully understands the questions.
Using Technology and Universal Design to Support Students
Technology offers additional ways to accommodate students with learning disabilities. For instance, incorporating multimedia tools, such as computer-assisted instruction, can make learning more engaging and accessible. Universal design principles, which aim to create inclusive learning environments, benefit not only students with disabilities but all learners. These principles include offering multiple formats for learning materials, using visual cues, and ensuring course materials are available in both audio and text formats.
Smartphone applications designed to help with organization, time management, and studying can also assist students in keeping track of their learning. Faculty can foster a supportive learning environment by regularly meeting with students to ensure they are setting and achieving appropriate learning goals.
Accommodating students with learning disabilities does not mean lowering academic standards. Instead, it means providing multiple pathways for students to meet those standards. By recognizing that students have different learning styles and needs, faculty can create learning experiences that are more inclusive and supportive for all students.
Conclusion
Accommodating nursing students with learning disabilities is essential for ensuring their success in both academic and clinical settings. Nursing educators must be aware of the various characteristics of learning disabilities and provide appropriate accommodations without compromising academic standards. Utilizing strategies such as simulations, multimedia tools, and personalized support, faculty can help students with learning disabilities thrive.
By fostering an environment that recognizes diverse learning needs, nursing education programs can ensure that all students, regardless of their disabilities, have the opportunity to achieve their full potential and contribute meaningfully to the profession.