Author Affiliations: Associate Professor and Director of Center for Nursing Scholarship (Dr Elting) and Alumni (Mss Avit and Gordon), Harriet Rothkopf Heilbrunn School of Nursing, Long Island University, Brooklyn, New York.
Nurse Educ. 2021;46(4):225-229. doi: 10.1097/NNE.0000000000000940.
Students with physical disabilities continue to face barriers seeking entry into nursing programs even as the nursing profession advocates vigorously for the rights of these individuals.
The purpose of this study was to identify faculty perceptions that create barriers for students with physical disabilities to meet the requirements of a BSN education.
Nursing faculty (n = 111) completed an online survey about the ability of a student who uses a wheelchair for mobility to meet required outcomes.
Participants believed students could meet the 14 cognitive and affective domain outcomes (88%-100%) for generalist practice. Their agreement that students could meet psychomotor domain outcomes was lower (66%-90%). Younger faculty expressed more positive perceptions.
Using the psychomotor requirements of bedside nursing as the technical standard for nursing education is a barrier for students with physical disabilities. Faculty should expand their perceptions of the essentials of nursing education to create an inclusive environment.
尽管护理行业大力倡导这些人的权利，但身体残疾的学生在寻求进入护理专业时仍然面临障碍。
本研究的目的是确定造成身体残疾学生难以满足护理学士学位教育要求的教师认知障碍。
111 名护理教师完成了一项在线调查，内容是关于使用轮椅作为主要移动工具的学生是否有能力满足通用实践的 14 项认知和情感领域的结果。
参与者认为学生可以达到 88%到 100%的普通实践认知和情感领域的结果，但他们认为学生可以达到 66%到 90%的精神运动领域的结果的认同度较低。年轻的教师则表现出更积极的看法。
将床边护理的精神运动要求用作护理教育的技术标准，对身体残疾学生来说是一个障碍。教师应扩大他们对护理教育基本要素的认识，创造一个包容的环境。
