Evans William
Institute of Technology Tralee, Co Kerry, Ireland.
Nurse Educ Today. 2014 Jun;34(6):e41-6. doi: 10.1016/j.nedt.2013.11.004. Epub 2013 Nov 12.
The paper explores how student nurses with a dyslexic identity were discursively constructed by lecturing staff in nurse education.
An increasing number of students completing programmes of study in higher education are registering and disclosing one or more disabilities to their respective institutional support services. As students with dyslexia enter the nursing profession, they bring with them their own unique identity that situates their disability in a specific light. Nurse lecturers play an integral role in supporting all students including those with a disability; however no previous research has attempted to examine the language they use to construct students with a dyslexic identity. Critically, the internalised views of those with teaching and learning responsibilities who directly interact with students with disabilities have a critical influence on the nature of the supports provided, as well as decisions about students' professional competence.
Discussions that centre on the inclusion of individuals with disability in healthcare education are shaped by language and diverse ways of understanding, therefore, an exploratory discursive design, examining how dyslexic identities are socially constructed by nurse lecturers is an overarching focus of the paper. Using narrative interviewing, twelve nurse lecturers from two higher education institutions in the Republic of Ireland were interviewed during the period February to July 2012.
Discourse analysis was guided by a narrative-discursive approach. Nurse lecturers identified 'Getting the work done' as a critical component to becoming a nurse, where expectations associated with efficiency and independence superseded students' right to accommodation. An implicit mild-severe binary existed amongst lecturers while categorising students with dyslexia, with those placed in the latter considered professionally unsuitable. These concerns are individually critiqued.
Critically, policy leaders must continue to consider wider sociocultural as well as individualised understandings of dyslexic identities in order to enhance inclusion prerogatives.
本文探讨了在护理教育中，有阅读障碍的学生护士是如何被授课教师进行话语建构的。
越来越多完成高等教育学习课程的学生向各自院校的支持服务部门登记并披露一种或多种残疾情况。随着阅读障碍学生进入护理行业，他们带来了自己独特的身份，这种身份使他们的残疾呈现出特定的状况。护士讲师在支持包括残疾学生在内的所有学生方面发挥着不可或缺的作用；然而，此前尚无研究试图考察他们用于建构有阅读障碍身份学生的语言。至关重要的是，那些直接与残疾学生互动、负有教学责任的人员的内化观点，对所提供支持的性质以及关于学生专业能力的决策有着关键影响。
围绕将残疾人士纳入医疗保健教育的讨论受到语言和多种理解方式的影响，因此，本文的总体重点是采用探索性话语设计，考察护士讲师如何在社会层面建构阅读障碍身份。通过叙事访谈，在2012年2月至7月期间，对爱尔兰共和国两所高等教育机构的12名护士讲师进行了访谈。
话语分析以叙事 - 话语方法为指导。护士讲师将“完成工作”确定为成为一名护士的关键要素，其中与效率和独立性相关的期望取代了学生获得便利的权利。在对阅读障碍学生进行分类时，讲师之间存在一种隐含的轻度 - 重度二元划分，那些被归为后者的学生被认为在专业上不合适。对这些问题分别进行了批判。
至关重要的是，政策制定者必须继续考虑对阅读障碍身份更广泛的社会文化以及个性化理解，以增强包容性特权。
