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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Making the nursing curriculum more inclusive for students with specific learning difficulties (SpLD): embedding
Jane Wray1, Jo Aspland, Jayne Taghzouit
1FHSC, The University of Hull, HU6 7RX, United Kingdom. j.wray@hull.ac.uk
Nurse Education Today
|August 7, 2012
Summary
Embedding study skills for students with Specific Learning Difficulties (SpLD) into nursing curricula improved student progression and early support access. This mainstreaming approach benefits both students and institutions.
Area of Science:
- Higher Education
- Nursing Education
- Learning Support
Background:
- Students with Specific Learning Difficulties (SpLD) often face challenges in higher education.
- Previous interventions showed promise but had low uptake.
- A significant percentage of at-risk students did not pursue necessary assessments or support.
Purpose of the Study:
- To evaluate the impact of integrating SpLD-focused study skills sessions into the mainstream nursing curriculum.
- To assess the effect on pre-registration nursing students' engagement with support services and academic progression.
Main Methods:
- An outcome evaluation approach was employed.
- Two cohorts of pre-registration nursing students participated.
- Data collected via student feedback questionnaires, time to disability service contact, and progression rates.
Main Results:
- Study sessions, particularly those on essay writing and learning techniques, were positively received.
- Students engaged with disability services 4-6 weeks earlier than control groups.
- Students with SpLD accessing integrated study skills demonstrated significantly higher progression rates.
Conclusions:
- Mainstreaming SpLD support within the curriculum offers institutional time and resource savings.
- Integrated approaches enhance student retention and academic success.
- Embedding support services is crucial for retaining talented students.
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