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Published on: September 27, 2020
Nursing Faculty Perceptions Regarding Students With Physical Disabilities
Julie Kientz Elting1, Elaina Avit, Rebecca Gordon
1Author Affiliations: Associate Professor and Director of Center for Nursing Scholarship (Dr Elting) and Alumni (Mss Avit and Gordon), Harriet Rothkopf Heilbrunn School of Nursing, Long Island University, Brooklyn, New York.
Background:
Students with physical disabilities continue to face barriers seeking entry into nursing programs even as the nursing profession advocates vigorously for the rights of these individuals.
Purpose:
The purpose of this study was to identify faculty perceptions that create barriers for students with physical disabilities to meet the requirements of a BSN education.
Methods:
Nursing faculty (n = 111) completed an online survey about the ability of a student who uses a wheelchair for mobility to meet required outcomes.
Results:
Participants believed students could meet the 14 cognitive and affective domain outcomes (88%-100%) for generalist practice. Their agreement that students could meet psychomotor domain outcomes was lower (66%-90%). Younger faculty expressed more positive perceptions.
Conclusions:
Using the psychomotor requirements of bedside nursing as the technical standard for nursing education is a barrier for students with physical disabilities. Faculty should expand their perceptions of the essentials of nursing education to create an inclusive environment.
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