Supporting nursing students with learning disabilities: a metacognitive approach

Area of Science:

• Nursing Education
• Special Education
• Disability Studies

Background:

• Increasing enrollment of students with diagnosed learning disabilities (LD) in higher education nursing programs.
• Need for nursing educators to understand effective support strategies for students with LD.
• Importance of maintaining academic rigor while providing necessary accommodations.

Purpose of the Study:

• To provide a framework for nursing educators to understand and support students with learning disabilities.
• To examine the characteristics of students with LD from a metacognitive perspective.
• To identify curricular challenges and legal obligations relevant to supporting students with LD in nursing.

Main Methods:

• Framework development for understanding LD in nursing education.
• Metacognitive analysis of student characteristics.
• Review of the Americans with Disabilities Act (1990) and its implications.
• Identification of specific curricular issues in nursing programs.
• Examples of classroom and clinical modifications.

Main Results:

• Students with LD possess unique metacognitive profiles that influence learning.
• Typical nursing curricula present specific challenges for students with LD.
• Legal mandates require specific accommodations under the Americans with Disabilities Act.
• Classroom and clinical modifications can enhance learning for all students.

Conclusions:

• Nursing educators can effectively support students with LD through informed strategies.
• A metacognitive perspective aids in understanding student needs.
• Legal compliance and practical accommodations are crucial for student success.
• Inclusive teaching approaches benefit the entire nursing student cohort.