Ailey, S. H. & Marks, B. (2016). Technical Standards for Nursing Education Programs in the 21st Century. Rehabilitation Nursing. doi: 10.1002/rnj.278
Purpose The Institute of Medicine (IOM, 2000; 2002) exposed serious safety problems in the health system and called for total qualitative system change. The IOM (2011; 2015) also calls for improving the education of nurses to provide leadership for a redesigned health system. Intertwined with improving education is the need to recruit and retain diverse highly qualified students. Disability is part of diversity inclusion, but current technical standards (nonacademic requirements) for admission to many nursing programs are a barrier to the entry of persons with disabilities. Rehabilitation nurse leaders are in a unique position to improve disability diversity in nursing. The purpose of this paper is to discuss the importance of disability diversity in nursing.
Design The history of existing technical standards used in many nursing programs is reviewed along with examples.
Methods Based on the concept that disability inclusion is a part of diversity inclusion, we propose a new model of technical standards for nursing education.
Conclusion and Clinical Relevance Rehabilitation nurse leaders can lead in eliminating barriers to persons with disabilities entering nursing.
Physical Limits on CPR Quality and Methods for Quality Improvement
This is interesting research suggesting that many people are not able to perform effective CPR because of the amount of force required. This researcher is working on this with the hope that the American Heart Association will start teaching people to do compressions with their foot, which is more effective and less exhausting. His data might be useful to someone with a disability who has been told that they cannot be a nurse without being certified in CPR.
Here’s a little more info if you’re interested:
by L’Ecuyer, Kristine Marie, Ph.D., SAINT LOUIS UNIVERSITY, 2014, 212 pages; 3624082
This dissertation presents a quantitative study of the attitudes of staff nurse preceptors toward nursing students with learning disabilities. There are an increased number of nursing students with learning disabilities. These students may have additional challenges in clinical settings, particularly if clinical settings do not understand or support their educational needs. Stigma exists towards people with learning disabilities, and it is unclear if staff nurse preceptors are accepting of nursing students with learning disabilities and willing to serve as a preceptor.
Attitude was measured with the following four constructs developed for this study: perceived levels of preceptor preparedness, level of confidence in implementation of preceptor role, preceptor beliefs of student potential, and agreement with the provision of reasonable accommodations. These constructs were developed through a review of the literature and found to best represent the dynamic relationship between the preceptor and the preceptee.
LearnHowToBecome.org, recently published a new guide to nursing careers and degree programs. The guide begins with a comprehensive view of the larger nursing landscape, and then dives deeper into the field’s many specializations, including registered nurses, licensed practical and vocational nurses, nurse practitioners, neonatal nurses and more. For each specialization, the guide examines the following elements:
- Roles and responsibilities
- Essential skills
- Common and recommended educational paths
- Career advancement
- Salary by state and level
- Related careers
The new guide was researched and written by Marijke Durning, a nurse educator, administrator, and former clinical nurse with years of medical education and experience. To read through the guide and learn more about Marijke, please visit the following page:
Nursing degrees and careers:
Registered Nurse degrees and careers:
Think College is a national organization dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disability. With a commitment to equity and excellence, Think College supports evidence-based and student centered research and practice by generating and sharing knowledge, guiding institutional change, informing public policy, and engaging with students, professionals and families. Click to learn more about our various grant projects.
Deaf Medical Student Wins ADA Case Against Creighton
On September 4, 2013, Michael Argenyi, a deaf medical student, represented by the National Association of the Deaf (NAD), the law firm of Stein & Vargas and Disability Rights Nebraska, won a jury trial against Creighton University in the United States District Court for the District of Nebraska. Mr. Argenyi had been a student in the medical school at Creighton University beginning in 2009, and had requested that Creighton University provide him with real time captioning for classes and oral interpreters for clinics. Creighton refused to provide him with such services and also refused to allow Mr. Argenyi to bring interpreters even if he paid for the interpreters himself.
Deaf Student Denied Interpreter by Medical School
Deaf Student, Denied Interpreter by Medical School, Draws Focus of Advocates
By JOHN ELIGON
Speaking with the parents of a sick infant, Michael Argenyi, a medical student, could not understand why the child was hospitalized. During another clinical training session, he missed most of what a patient with a broken jaw was trying to convey about his condition.
Charter schools enrolled a lower percentage of students with disabilities than traditional public schools, but little is known about the factors contributing to these differences. In school year 2009-2010, which was the most recent data available at the time of our review, approximately 11 percent of students enrolled in traditional public schools were students with disabilities compared to about 8 percent of students enrolled in charter schools.
Read GAO Report: Additional Federal Attention Needed to Help Protect Access for Students with Disabilities
Being Bullied Tied to Anxiety, Depression in Special-Needs Kids
by American Academy of Pediatrics, news release, April 29, 2012
More than chronic conditions themselves, maltreatment by peers added to mental distress in small study.
SUNDAY, April 29 (HealthDay News) — Special-needs youth with chronic medical conditions or developmental disabilities are at risk for anxiety and depression if they’re excluded, ignored or bullied by other young people, a new small study says.
It included 109 youngsters, ages 8 to 17, who were recruited during routine visits to a U.S. children’s hospital. The patients and their parents completed questionnaires that screen for symptoms of anxiety and depression, and the youngsters also completed a questionnaire that asked them about bullying or exclusion by their peers.
The patients in the study had one or more conditions such as: attention-deficit hyperactivity disorder (39 percent); cystic fibrosis (22 percent); type 1 or 2 diabetes (19 percent); sickle cell disease (11 percent); obesity (11 percent); learning disability (11 percent); autism (9 percent); and short stature (6 percent).