Being reasonable: supporting disabled nursing students in practice

Area of Science:

• Nursing Education
• Disability Studies in Higher Education
• Healthcare Professional Training

Background:

• UK legislation mandates reasonable adjustments for disabled students in higher education.
• Student Practice Learning Advisors (SPLA) are key to operationalizing adjustments for disabled nursing students.
• Proactive consideration of disabled students' needs is required before program commencement.

Purpose of the Study:

• To analyze recurring adjustments in practice settings for disabled nursing students.
• To evaluate support strategies for disabled students in pre-registration nursing programs.
• To understand the role of the SPLA in facilitating student success.

Main Methods:

• An evaluative case study design was utilized.
• Data collected over 12 months included progression data, interviews, and reflective accounts.
• The work of the Student Practice Learning Advisor (SPLA) was analyzed.

Main Results:

• Support needs for disabled students are continuous, peaking in the final year.
• Disabled students required 20% more contact time compared to non-disabled peers.
• Operationalizing adjustments involves interdisciplinary, practical, and communication challenges.

Conclusions:

• A multi-disciplinary approach is essential for implementing practice adjustments.
• Support for disabled students, mentors, and coping strategies is vital.
• The SPLA plays an indispensable role in maximizing opportunities for disabled students' success.