美国残疾本科护理学生所经历的残疾:一种定性转合成
1University of Illinois Chicago College of Applied Health Sciences, USA; Department of Disability and Human Development, USA.
Nurse education in practice
|July 21, 2025
概括
残疾护理学生在护理学士 (BSN) 课程中面临歧视和排斥. 研究强调了系统性障碍,隐藏残疾的必要性,以及护理中残疾多样性的优势.
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:
- 在美国,残疾护理学生在护理学学士 (BSN) 课程中遇到歧视和排斥.
- 现有的定性研究需要综合来为未来关于这个问题的定量研究提供信息.
研究的目的:
- 综合对美国残疾BSN学生所经历的能力主义的定性研究.
- 确定与歧视,应对机制和多样性优势相关的主题.
主要方法:
- 系统性文献综述CINAHL,PubMed MEDLINE,PsycINFO,ERIC,以及教育研究综合 (2010-2024年) 的内容.
- 包括定性同行评审的文章和论文,重点关注对残疾BSN学生的能力主义.
- 应用批判性评估工具,杰拉德矩阵方法和主题分析.
主要成果:
- 从1420年开始,选出了7篇文章,揭示了三个关键主题.
- "歧视:教师,同行和系统障碍"强调了入学,留学和毕业的挑战.
- "隐藏:对"正常"的渴望"和"多样性:与非残疾同龄人相比的优势"描述了学生的经验和感知到的好处.
结论:
- 残疾BSN学生面临严重的歧视,通常来自教师,并感到压力隐藏他们的残疾.
- 在了解创新的教学方法,多次边缘化的残疾学生的经验以及残疾特有的适应差异方面存在差距.
- 需要进一步的研究来解决能力主义问题,促进残疾意识,并确保所有残疾护理学生获得公平的机会和成功.
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