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    Students with disabilities in nursing programs experience significant marginalization. Addressing systemic barriers is crucial for their academic success and inclusion in the nursing profession.

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    Area of Science:

    • Nursing Education
    • Disability Studies
    • Higher Education

    Background:

    • Students with disabilities face barriers in nursing education.
    • Stigma and lack of support from faculty and leaders are common issues.
    • These challenges can impact their academic journey.

    Purpose of the Study:

    • To examine perceived marginality in nursing students.
    • To compare experiences of students with and without disabilities.
    • To identify potential barriers in nursing education.

    Main Methods:

    • A nonexperimental descriptive study design was employed.
    • Data collected from a large sample (n=7,399) of nursing students in the United States.
    • Differences in perceived marginality were analyzed between groups.

    Main Results:

    • Students with disabilities reported significantly higher levels of marginalization (M=45.9) compared to those without disabilities (M=38.3).
    • The difference was statistically significant (p < .001).
    • This highlights a clear disparity in student experiences.

    Conclusions:

    • Marginalization is a reality for nursing students with disabilities.
    • Academic institutions must address systemic barriers.
    • Policies and structures need review to support self-reporting, matriculation, and progression.