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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.

|November 16, 2020

Summary

This summary is machine-generated.

Nursing faculty perceptions can create barriers for students with physical disabilities. Focusing on psychomotor skills in nursing education limits inclusion, necessitating broader views for accessibility.

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Area of Science:

Nursing Education
Disability Studies
Higher Education

Background:

Students with physical disabilities encounter significant barriers in nursing program admissions.
Despite advocating for disability rights, the nursing profession faces challenges in inclusive practices.

Purpose of the Study:

To identify nursing faculty perceptions that impede students with physical disabilities from meeting Bachelor of Science in Nursing (BSN) educational requirements.
Investigate faculty viewpoints on the capabilities of students with physical disabilities within nursing curricula.

Main Methods:

An online survey was administered to 111 nursing faculty members.
The survey assessed faculty beliefs regarding a student using a wheelchair's ability to meet essential nursing program outcomes.

Main Results:

Faculty strongly agreed students could meet cognitive and affective outcomes (88%-100%).
Agreement was lower for psychomotor domain outcomes (66%-90%).
Younger faculty members reported more positive perceptions regarding student capabilities.

Conclusions:

Current reliance on psychomotor requirements for bedside nursing acts as a barrier for students with physical disabilities.
Expanding faculty perceptions of essential nursing education is crucial for fostering an inclusive learning environment.
Re-evaluating technical standards in nursing education can enhance accessibility for diverse student populations.