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包容性:有身体障碍的注册护士的教育经验

Kimberly D Mantlow¹, Susan Sullivan-Bolyai, Anthony W McGuire

¹About the Authors Kimberly D. Mantlow, PhD, MBA, RN, is a nursing professional development specialist, MaineHealth Maine Medical Center, Portland, Maine. Susan Sullivan-Bolyai, DNSc, CNS, RN, FAAN, is professor emeritus at Tan Chingfen Graduate School of Nursing, UMass Chan Medical School, Worcester, Massachusetts. Anthony W. McGuire PhD, ACNP-BC, ACNPC, FAHA, is professor at College of Nursing, University of South Florida, Tampa, Florida. Nancy S. Morris PhD, ANP, is a professor, at Tan Chingfen Graduate School of Nursing, UMass Chan Medical School. The authors are grateful to the UMass Chan Medical School, Tan Chingfen Graduate School of Nursing for its support of this research. For more information, contact Dr. Mantlow at Kimberly.Mantlow@Mainehealth.org .

Nursing education perspectives

|November 20, 2024

概括

有身体残疾的注册护士经常节省学习的精力,并表现出决心. 他们寻求社区,并可能隐藏他们的经验,因为害怕被评判,突出需要包容性的护理教育.

科学领域:

护理教育护理教育
关于残疾人的研究.
定性研究是指质量研究.

背景情况:

对于残疾学生来说,社会和学术支持至关重要,但参与力度不一致.
超越住宿的教师支持可以赋予身体残疾的学生权力.
学术界通过社会资本和支持,增强少数群体的成功.

研究的目的:

描述注册护士在执照前的教育经历,他们正在护理身体残疾的学生.
确定影响身体残疾护理学生学术环境的因素.

主要方法:

使用半结构面试进行定性描述性设计.
涉及16名参与者,他们有14种不同的身体残疾.
专题分析用于数据解释.

主要成果:

四个突出的主题是:"我为学习节省了精力"",我坚定不移"",想找到我的家人"",秘密,过双重生活".
在"秘密,过双重生活"主题中,确定了"对审判的恐惧"的子主题.
参与者的经历突出了对归属的渴望和在学术环境中导航的挑战.

结论:

了解包容性因素是改善身体残疾护理学生教育经验的关键.
结果为开发更支持和包容的护理计划提供了洞察力.
解决对判断的恐惧和培养社区对于学生的成功至关重要.

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