Like Missing an Arm Should Stop Me Being a Nurse!

Like Missing an Arm Should Stop Me Being a Nurse!
by Liz Perkins ABD, RNMH

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When I left high school I was like so many others – unsure of what I really wanted to be when I grew up. All through my school years I had never felt any different from my peers. But I was different – I was a congenital amputee – I had no right arm save about six inches from the shoulder down. My nick-name was the one-armed bandit – not very original, but having grown up and gone through school with the same group of friends my disability really was a non-issue. Furthermore, prosthetic arms were merely an annoyance to me, I much preferred having the use of my “little arm” as I always referred to it. So anyway – I was one of those kids who really enjoyed school – I was a bright student and did well in sports too. I played for my school teams in hockey, rounders (similar to softball), netball (like basketball), and my strong left arm meant that I was pretty good at all throwing events in athletics!

The Changes Life Brings!

The Changes Life Brings!
by Tewanna R. Cleveland Johnson, R.N.

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Growing up in a small country town, as a military dependent, I loved children.  I did not have to hold down a job because I babysat a lot.  By my sophomore year in high school, I decided to become a nurse. I loved learning about the body and the way it works. I was a healthy, active, young person.  I loved to play soccer and basketball.  In school, I was an above average student.

PAC Mate Enables Blind Medical Student to Achieve her Ultimate Goal

Portland, Oregon

In a few months, the newest doctor – and one of the first doctors of her kind in the nation – will hang her shingle in the Portland, Oregon area. Chris L. Cooke will become one of the first totally blind doctors in the US with a specialty in naturopathic medicine.

The new Dr. Cooke, blind since birth, will carry the usual medical instruments in her black bag, including a blood pressure cuff, a thermometer, and a Pocket PC crammed with medical references – a tool most modern doctors rely on to help with diagnosis, prescribing the right medicine, and ordering and interpreting lab work. The difference is her tools of the trade will talk. In fact, in large part, she credits her ability to be a good doctor to a PAC Mate™ accessible Pocket PC for the blind and two Oregon men who made medical reference software accessible to the visually impaired, using the PAC Mate.

Open the Door, Get ‘Em a Locker: Educating Nursing Students with Disabilities

This documentary film produced by Bronwynne Evans, RN, PhD and Beth Marks, RN, PhD chronicles the experience of a nursing student who entered a baccalaureate program using a wheelchair. The 23 minute film provides a forum for the voices of nursing students, faculty, administrators, and agency nursing staff to discuss trials and triumphs encountered during this experience. It is a real life example of the exploration of roles and responsibilities in nursing education, experiential learning, shifting perspectives, and being a part of old ways turning into new ways in the world of nursing.

Watch on YouTube.

Geriatric Nurse, Senior Day Health Program


Geriatric Nurse, Senior Day Health Program

Luckily, as a result of being refused entrance to a hospital school of nursing at seventeen, I later graduated from the University of California in San Francisco (UCSF) with a BSN, RN, and Public Health Nursing certificate. This story is a description of my 10 years as Director of Medical Services (think Head Nurse) at a community-based, free-standing, day program for the “less-than-independent” elderly. These years (1986-96) happened to coincide with my vision loss due to low tension glaucoma, its treatment, and Sjogren’s syndrome.

The Story:

Labor & Delivery Nurse

Labor & Delivery Nurse
by Leora Heifetz

My name is Leora Heifetz and I have had a visual disability since birth. I work as a registered nurse (RN) on a labor and delivery unit in a level three hospital in the Chicago Metropolitan area and on a daily basis I am engaged in directly caring for patients. My job requires me to monitor women during labor and the delivery of their newborn baby. Upon delivery, I am involved with caring for both mother and child, until they are considered to be stable and are transferred to another unit in the hospital for the remainder of their stay.

New EEOC Publication Addresses Employment of Health Care Workers with Disabilities

New EEOC Publication Addresses Employment of Health Care Workers with Disabilities

Latest Q&A Fact Sheet Explains How Americans with Disabilities Act Applies to Employment in the Health Care Industry

WASHINGTON – Naomi C. Earp, Chair of the U.S. Equal Employment Opportunity Commission (EEOC), today announced the issuance of a new question-and-answer (Q&A) fact sheet on the application of the Americans with Disabilities Act (ADA) to job applicants and employees in the health care industry. The new publication, part of a series of Q&A documents about specific disabilities in the workplace and specific industries, is available on the EEOC’s web site at http://www.eeoc.gov/facts/health_care_workers.html.

Health care is the largest industry in the American economy. The health care industry provided more than 13 million jobs in 2004 and is expected to account for 19 percent of all new jobs created between 2004 and 2014 — more than any other industry. In addition, the health care industry has a high incidence of occupational injury and illness. Health care jobs may involve potential exposure to airborne and bloodborne infectious disease, injuries from syringes, and other dangers; many health care jobs can also be physically demanding and mentally stressful.

The new Q&A fact sheet provides practical information about applying ADA employment rules in health care jobs, in a variety of settings – from public and private hospitals and nursing care facilities to doctors’ and dentists’ offices and diagnostic laboratories. The occupations within the health care field are many and varied, including not only physicians, surgeons, dental hygienists and nurses, but social workers, physical therapists, medical records clerks, laboratory technicians, paramedics, home health aides, and custodial and food service workers in medical facilities.

“We should be mindful that disability does not mean inability, and that every individual deserves the freedom to compete on a fair and level playing field,” said Chair Earp in announcing the issuance of the new document. “People with disabilities represent a vast pool of untapped talent for employers, particularly in an industry that is growing as rapidly as the health care industry.”

Although the rules under Title I of the ADA are the same for employers and individuals with disabilities in all industries, this fact sheet explains how the ADA applies to some unique situations that may arise in the health care setting. Many of the real-life examples in the fact sheet are based on cases that have been decided by courts or settled by the EEOC.

Topics discussed in the new publication include:

  • When someone is an “employee” covered by the ADA (as opposed to an independent contractor);
  • When someone is an “individual with a disability” under the ADA;
  • How to determine if a health care applicant or employee with a disability is qualified for ADA purposes;
  • What types of reasonable accommodations health care workers with disabilities may need and the limitations on a health care employer’s obligation to provide reasonable accommodation;
  • When an employer may ask health care applicants or employees questions about their medical conditions or require medical examinations; and
  • How a health care employer should handle safety concerns about applicants and employees.

The EEOC’s latest ADA publication helps to advance the goals of the New Freedom Initiative, President Bush’s comprehensive strategy for the full integration of people with disabilities into all aspects of American life. The New Freedom Initiative seeks to promote greater access to technology, education, employment opportunities, and community life for people with disabilities. An important part of the New Freedom Initiative strategy for increasing employment opportunities involves providing employers with technical assistance on the ADA.

The EEOC enforces Title I of the ADA, which prohibits employment discrimination against people with disabilities in the private sector and state and local governments, and the Rehabilitation Act’s prohibitions against disability discrimination in the federal government. In addition, the EEOC enforces other federal laws prohibiting employment discrimination based on race, color, religion, national origin, sex, and age.

Further information about the EEOC is available on its web site at www.eeoc.gov.The new publication, part of a series of Q&A documents about specific disabilities in the workplace and specific industries, is available on the EEOC’s website at www.eeoc.gov/facts/health_care_workers.html.

Cultural Competence Revisited: Nursing Students with Disabilities

Cultural Competence Revisited: Nursing Students with Disabilities (2007). Marks, B. Journal of Nursing Education, 46(2).

The demographic profile of students in nursing schools is changing in relation to many different cultural backgrounds. Despite the potential for students with disabilities to enrich the nursing profession, nurse educators may be perpetuating historical attitudes, values, and practices that exclude students with disabilities from gaining admission or identifying themselves as people with disabilities. Educators in nursing schools continue to ask whether people with disabilities have a place in the nursing profession, while the more salient question is, “When will people with disabilities have a place in the nursing profession?” More important, as we create environments that welcome students with disabilities into the nursing profession, how does the quality of nursing care improve and become more appropriate for people with different cultural experiences? The purpose of this article is to present the value of recruiting students with disabilities into nursing schools in order to enhance culturally competent nursing care.

Cultural Competence Revisited: Nursing Students with Disabilities

https://www.ncbi.nlm.nih.gov/pubmed/17315565

The Americans with Disabilities Act and Afterwards: Disabilities in Medical Education and Practice

Disabilities-in-Medical-Education-and-Practice-Disabilities–Looking-Back-and-Looking-Ahead

Disabilities: Looking Back and Looking Ahead
Sue Sun Yom, MA, University of Pennsylvania School of Medicine

Neither numbers nor definitions come easily when considering disabilities. Although 35 to 49 million Americans are formally classified as disabled,1 many more disabilities may be unreported or undiagnosed. Disabilities differ in kind and degree of functional impairment and in the role they play in shaping a person’s identity.

In this issue we explore how the Americans With Disabilities Act (ADA) has affected medical education and medical practice, since the ADA’s major provisions were implemented 5 years ago.2 Additionally, we were curious to learn about the experiences of individuals living with a disability. In our authors’ candid accounts we saw their focus on adaptation and success rather than failure, and their development of insights and compensations that may bring a special compassion to the profession.