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Inclusivity: Educational Experiences of Registered Nurses With Physical Disabilities.

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Registered nurses with physical disabilities often conserve energy for learning and demonstrate determination. They seek community and may hide their experiences due to fear of judgment, highlighting the need for inclusive nursing education.

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Area of Science:

  • Nursing Education
  • Disability Studies
  • Qualitative Research

Background:

  • Social and academic support are crucial for students with disabilities, but engagement efforts are inconsistent.
  • Faculty support beyond accommodations can empower students with physical disabilities.
  • Academic communities enhance success for minority groups through social capital and support.

Purpose of the Study:

  • To describe the prelicensure educational experiences of registered nurses who were nursing students with physical disabilities.
  • To identify factors influencing the academic environment for nursing students with physical disabilities.

Main Methods:

  • Qualitative descriptive design utilizing semistructured interviews.
  • Involved 16 participants with 14 different physical disabilities.
  • Thematic analysis was employed for data interpretation.

Main Results:

  • Four emergent themes: 'I saved my energy for learning,' 'I was determined,' 'wanting to find my people,' and 'secrets, living a double life.'
  • A subtheme of 'fear of judgment' was identified within the 'secrets, living a double life' theme.
  • Participants' experiences highlight a desire for belonging and the challenges of navigating academic settings.

Conclusions:

  • Understanding inclusion factors is key to improving educational experiences for nursing students with physical disabilities.
  • Findings offer insights for developing more supportive and inclusive nursing programs.
  • Addressing fear of judgment and fostering community are vital for student success.