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Updated: Jul 2, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

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Published on: February 16, 2011

Exploring nursing students' perspectives on disability through campus accessibility evaluation: a phenomenological

Güven Soner¹, Figen Çavuşoğlu²

¹Faculty of Health Sciences, Department of Public Health Nursing, Ondokuz Mayıs University, Samsun, Türkiye. guven.soner@omu.edu.tr.

|July 1, 2026

Summary

Nursing students gained deeper knowledge and empathy by evaluating campus accessibility. This experience enhanced their understanding of disability and prepared them for inclusive, person-centred patient care.

Keywords:

Accessibility Nursing Nursing students Persons with disabilities Qualitative research Universities

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Area of Science:

Nursing Education
Disability Studies
Healthcare Accessibility

Background:

Inclusive nursing education is vital for preparing compassionate healthcare professionals.
Evaluating real-world environments like university campuses deepens students' understanding of disability and self-reflection on care attitudes.
This study explores nursing students' lived experiences during a campus accessibility evaluation to understand their perceptions of disability.

Purpose of the Study:

To explore nursing students' subjective experiences during a campus accessibility evaluation.
To understand how students perceive and interpret disability within the context of accessibility assessments.
To investigate the impact of experiential learning on nursing students' attitudes and readiness for inclusive care.

Main Methods:

Descriptive phenomenological design focusing on subjective student experiences.
19 undergraduate nursing students participated in three semi-structured focus groups.
Data were analyzed using Colaizzi's seven-step phenomenological analysis, ensuring rigor through member checking and reflexivity.

Main Results:

Students gained new knowledge about disability and environmental barriers, moving beyond theoretical understanding.
Participants reported increased empathy, emotional awareness, and personal reflection on disability.
Students recognized the importance of advocating for inclusive practices and adopting person-centred care in nursing.

Conclusions:

Campus accessibility evaluations significantly enhance nursing students' understanding of disability and foster empathy.
Experiential activities in nursing education can improve students' readiness for equitable and person-centred care for persons with disabilities.
Integrating accessibility evaluations can strengthen professional identity and advocacy skills in nursing practice.