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Technical Standards for Nursing Education Programs in the 21st Century
11 Department of Community, Systems and Mental Health Nursing, College of Nursing, Rush University, Chicago, IL, USA2 HealthMatters Community Academic Partnership, Rehabilitation Research and Training Center on Aging With Developmental Disabilities, Department of Disability and Human Development, College of Applied Health Sciences, University of Illinois at Chicago, Chicago, IL, USA.
Nursing programs must remove disability-related admission barriers to increase diversity. Rehabilitation nurses can lead efforts to ensure disability inclusion in nursing education and practice.
Area of Science:
- Health Professions Education
- Nursing
- Disability Studies
Background:
- The Institute of Medicine has highlighted critical safety issues in healthcare systems and advocated for significant reforms.
- Improving nursing education is essential for leadership in a transformed healthcare system, requiring diverse and qualified student recruitment.
- Disability inclusion is a key component of diversity, yet current nursing program admission standards act as barriers for individuals with disabilities.
Purpose of the Study:
- To discuss the importance of disability diversity within the nursing profession.
- To advocate for the removal of barriers preventing individuals with disabilities from entering nursing programs.
Main Methods:
- Reviewing the historical context and examples of technical standards in nursing admissions.
- Proposing a novel model for technical standards in nursing education grounded in disability inclusion principles.
Main Results:
- Existing technical standards in nursing programs often create obstacles for applicants with disabilities.
- A new model for technical standards can promote greater disability diversity in nursing education.
Conclusions:
- Rehabilitation nurse leaders are pivotal in dismantling barriers to disability entry into nursing.
- Eliminating these barriers will enhance diversity and strengthen the nursing workforce.
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