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Accessible Technology Course Design Practices for Inclusivity in Nursing Education
Suhasini Kotcherlakota1, Patrick Rejda, Lynnette Leeseberg Stamler
1Assistant Professor (Drs Kotcherlakota and Kupzyk), Instructional Technologist II (Mr Rejda), and Emeritus Professor (Dr Stamler), College of Nursing, University of Nebraska Medical Center, Omaha.
Background:
Nursing students are diverse in culture, abilities, and challenges. Universal Design for Learning is a logical and social model to support diverse learning methods. Accessibility tools help measure the efficacy of faculty efforts to make nursing courses accessible to all.
Purpose:
The study examines using accessibility software to measure faculty improvements and student engagement in nursing courses over 2 academic semesters.
Methods:
One hundred courses were analyzed 1 year apart for accessibility improvements by nursing faculty.
Results:
Course accessibility scores significantly rose year after year in almost all courses. Student usage also increased significantly. Lessons learned are presented.
Conclusion:
Accessibility improvements are worthwhile for enhancing inclusion in nursing programs and student engagement.
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