Nursing standard (Royal College of Nursing (Great Britain) : 1987) · 2011
The experiences of nursing students with dyslexia.
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Ridley Caroline
Аннотация
AIM: To explore the experiences of pre-registration nursing students with dyslexia at one university.
METHOD: Qualitative methodology was used and semi-structured interviews were carried out with a convenience sample of seven students with formally diagnosed dyslexia. Data were analysed using a thematic network approach.
FINDINGS: Fear of ridicule and discrimination exist for nursing students with dyslexia, and delays in identification, referral and testing may adversely affect learning. A sense of duty to disclose dyslexia is linked to students' determination to safeguard those in their care, although there is confusion about the nature of disclosure by the university to lecturers and practice colleagues. Students are acutely self-aware although not all feel disabled by dyslexia. Requirements for support relate to personal attributes, knowledge and perception. A perceived lack of caring in the profession for nurses with dyslexia is of concern.
CONCLUSION: Early diagnosis of dyslexia enables the provision of appropriate support. Support should be tailored to individuals' needs. Disclosure can cause anxiety, and the attitude of educators and clinical colleagues towards students with dyslexia affects students' experiences. Students with dyslexia are aware of their professional responsibilities. Professional and legislative guidance provides information for those working with students who have a disability.
METHOD: Qualitative methodology was used and semi-structured interviews were carried out with a convenience sample of seven students with formally diagnosed dyslexia. Data were analysed using a thematic network approach.
FINDINGS: Fear of ridicule and discrimination exist for nursing students with dyslexia, and delays in identification, referral and testing may adversely affect learning. A sense of duty to disclose dyslexia is linked to students' determination to safeguard those in their care, although there is confusion about the nature of disclosure by the university to lecturers and practice colleagues. Students are acutely self-aware although not all feel disabled by dyslexia. Requirements for support relate to personal attributes, knowledge and perception. A perceived lack of caring in the profession for nurses with dyslexia is of concern.
CONCLUSION: Early diagnosis of dyslexia enables the provision of appropriate support. Support should be tailored to individuals' needs. Disclosure can cause anxiety, and the attitude of educators and clinical colleagues towards students with dyslexia affects students' experiences. Students with dyslexia are aware of their professional responsibilities. Professional and legislative guidance provides information for those working with students who have a disability.