Unmasking neurodiversity: Student voices on success and struggle in nursing education

The research aims to reveal the supports and accommodations that support undergraduate nursing students who identify as neurodivergent in their studies.

Undergraduate nursing students who identify as neurodivergent face unique challenges in academic and clinical environments. These include difficulties with communication, executive functioning and sensory processing that are often not accommodated in traditional nursing education. Despite increasing awareness, nursing programs remain largely designed without student neurodiversity in mind, creating barriers to success.

A descriptive qualitative study.

Semi-structured interviews were conducted in low-stimulation environments with eighteen undergraduate nursing students who self-identified or had formal diagnoses of neurodiverse conditions. The interviews were held face-to-face and transcribed electronically. Data analysis occurred using Braun and Clarke's (2022) reflexive thematic analysis.

Eighteen nursing students who self-identified as neurodiverse were included in the study. A total of three themes were identified: 1) 'Student challenges in study,' 2) 'Placement challenges,' and 3) 'Strategies for success'.

Undergraduate nursing students who identify as neurodivergent contribute valuable strengths to the profession, including empathy, creativity and innovative problem-solving. Yet, systemic barriers within educational and clinical environments often impede their progress. To support their success, nursing education must embrace inclusive teaching practices, recognise and legitimise accommodations and offer flexible assessment formats. Adopting a social justice lens toward neurodiversity can promote equity and drive innovation across nursing education.