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Barriers to Nursing School Admissions for Students With Physical or Sensory Disabilities: Do Essential Abilities
Sarah Llewellyn1, Jenny Alderden, Leslie Madsen
1About the Authors Sarah Llewellyn, PhD, RN, CNE, is assistant professor, Boise State University School of Nursing, Boise, Idaho. Jenny Alderden, PhD, RN, is associate professor, Boise State University School of Nursing. Leslie Madsen, PhD, Statewide Master Gardener Program Manager, Oregon State University. Jadison Christenson, BSN, RN, is with Timpanogos Regional Hospital, Orem, Utah. Sharece Mecham, is a BSN student, Boise State University School of Nursing. Corinna Trujillo Tanner, PhD, RN, is assistant professor, Brigham Young University College of Nursing, Provo, Utah. Contact Dr. Llewellyn at sarahllewellyn@boisestate.edu .
Aim:
The aim of the study was to examine sensory and motor essential abilities required by nursing boards and assess their inclusion in prelicensure nursing program admissions.
Background:
The nursing workforce should mirror diverse patient populations for better concordance; however, essential abilities restrictions hinder admissions for students with disabilities.
Method:
Requirements for licensure were collected from state boards of nursing and compared with essential abilities admissions requirements from 58 prelicensure programs.
Results:
No state boards mandated sensory or motor abilities for licensure. Thirty-one (53%) programs had restrictive essential abilities criteria. Some criteria conflicted with safety standards or the Americans with Disabilities Act.
Conclusion:
Disparity of essential abilities requirements was observed. Restrictive essential abilities criteria may create barriers to admission of students with disabilities, thus limiting the diversity and capacity of the nursing workforce.
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