Morris David K, Turnbull Patricia A
Institute for Health and Social Care, Room N202 North Building, Anglia Ruskin University, Park Road, Chelmsford, Essex CM1 1LL, United Kingdom.
Nurse Educ Today. 2007 Jan;27(1):35-42. doi: 10.1016/j.nedt.2006.01.017. Epub 2006 Apr 18.
Heightened awareness and increasingly sophisticated psychological tests have seen a dramatic rise in the numbers of people diagnosed with dyslexia. Accordingly, there is a reported increase in the numbers of students with dyslexia entering Higher Education (HE) in the United Kingdom (UK) [Singleton, C.H., Chair, 1999. Dyslexia in higher education: policy, provision and practice. Report of the national working party on dyslexia in higher education. University of Hull on behalf of the Higher Education Funding Councils of England and Scotland, Hull], [Higher Education Statistics Agency. HESA. Available from: <URL http://www.hesa.ac.uk> (accessed 21.12.05)]. Studies researching the effects of dyslexia on the clinical practice of nurses are almost non-existent. This paper reports part of a UK study exploring the clinical experiences of student nurses with dyslexia. In depth interviewing of 18 adult branch student nurses revealed a range of difficulties encountered and a variety of coping mechanisms to manage these. Other than in exceptional circumstances there is no legal requirement to disclose a dyslexia diagnosis. The decision to conceal or disclose their dyslexia was particularly prominent and contentious for these participants. This related to the attitudes of co-workers, concerns for patient safety, expectations of support, confidentiality issues and potential discrimination. Dyslexia continues to attract an unwarranted stigma and can adversely affect the learning experience. The need for disability awareness training in the workplace and improved education/service partnerships to support these students is considered crucial.
随着人们意识的提高以及心理测试日益精密，被诊断为诵读困难症的人数急剧上升。相应地，据报道，在英国，进入高等教育阶段（HE）的诵读困难症学生人数有所增加[辛格尔顿，C.H.，主席，1999年。高等教育中的诵读困难症：政策、提供与实践。高等教育诵读困难症全国工作小组报告。赫尔大学代表英格兰和苏格兰高等教育资助委员会，赫尔]，[高等教育统计局。HESA。可从<URL http://www.hesa.ac.uk>获取（访问时间：2005年12月21日）]。研究诵读困难症对护士临床实践影响的研究几乎不存在。本文报告了英国一项研究的部分内容，该研究探讨了患有诵读困难症的学生护士的临床经历。对18名成年分科学生护士进行的深入访谈揭示了他们遇到的一系列困难以及应对这些困难的各种机制。除特殊情况外，没有法律要求披露诵读困难症的诊断结果。对于这些参与者来说，隐瞒或披露自己的诵读困难症这一决定尤为突出且颇具争议。这与同事的态度、对患者安全的担忧、对支持的期望、保密问题以及潜在的歧视有关。诵读困难症仍然无端地背负着污名，并且会对学习经历产生不利影响。人们认为，在工作场所开展残疾意识培训以及改善教育/服务伙伴关系以支持这些学生至关重要。
