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Uncovering the Process of Reasonable Academic Accommodations for Prelicensure Nursing Students With Learning

Amy E Yarbrough¹, Susan R Welch

¹About the Authors Amy E. Yarbrough, EdD, RN, RNC-MNN, is an assistant professor, Tanner Health System, School of Nursing, University of West Georgia, Carrollton, Georgia. Susan R. Welch, EdD, RN, CCRN, CNE, is associate dean of graduate programs, Tanner Health System, School of Nursing, University of West Georgia. For more information, contact Dr. Yarbrough at ayarbrou@westga.edu.

Nursing Education Perspectives

|May 9, 2020

Abstract

Aim:

The purpose of the study was to explore the process by which nursing faculty make reasonable academic accommodations in the classroom setting for students with learning disabilities.

Background:

Nursing students with identified learning disabilities require academic accommodations. The process of reasonable academic accommodations for nursing students with learning disabilities has not been examined within nursing education literature and clarification is needed.

Method:

Constructivist grounded theory methods, as described by Charmaz, guided data collection and analysis.

Results:

Literature supports the categories, themes, and subthemes of the academic accommodations process found in this investigation. However, further research is necessary regarding the academic accommodations process and faculty development to support nursing students with identified learning disabilities.

Conclusion:

Nursing education needs standards of academic accommodations for students with learning disabilities.

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